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An effective teacher or family child care provider chooses a strategy to fit a particular situation. It鈥檚 important to consider what the children already know and can do and the learning goals for the specific situation. By remaining flexible and observant, we can determine which strategy may be most effective. Often, if one strategy doesn鈥檛 work, another will.

1. Acknowledge听what children do or say. Let children know that we have noticed by giving positive attention, sometimes through comments, sometimes through just sitting nearby and observing. (鈥�Thanks for听your help, Kavi.鈥� 鈥�You found another way to show 5.鈥�)
2. Encourage听persistence and effort rather than just praising and evaluating what the child has done. (鈥�You鈥檙e thinking of lots of words to describe听the dog in the story. Let鈥檚 keep going!鈥�)
3. Give specific feedback听rather than general comments. (鈥�The beanbag didn鈥檛 get all the way to the hoop, James, so you might try throwing it harder.鈥�)
4. Model听attitudes, ways of approaching problems, and behavior toward others, showing children rather than just telling them (鈥�Hmm, that听didn鈥檛 work and I need to think about why.鈥� 鈥�I鈥檓 sorry, Ben, I missed part of听what you said. Please tell me again.鈥�)
5. Demonstrate听the correct way to do something. This usually involves a procedure that needs to be done in a certain way (such as using a wire whisk or writing the letter听P).
6. Create or add challenge听so that a task goes a bit beyond what the children can already do. For example, you lay out a collection of chips, count them together and then ask a small group of children to tell you how many are left after they see you removing some of the chips. The children count the remaining chips to help come up with the answer. To add a challenge, you could hide the chips after you remove some, and the children will have to use a strategy other than counting the remaining chips to come up with the answer. To听reduce challenge, you could simplify the task by guiding the children to touch each chip once as they count the remaining chips.
7. Ask questions听that provoke children鈥檚 thinking. (鈥�If you couldn鈥檛 talk to your partner, how else could you let him know what to do?鈥�)
8. Give assistance听(such as a cue or hint) to help children work on the edge of their current competence (鈥�Can you think of a word that rhymes with听your name, Matt? How about听bat . . . Matt/bat? What else rhymes with听Matt听andbat?鈥�)
9. Provide information, directly giving children facts, verbal labels, and other information. (鈥�This one that looks like a big mouse with a short tail听is called a vole.鈥�)
10. Give directions听for children鈥檚 action or behavior. (鈥�Touch each block only once as you count them.鈥� 鈥�You want to move that icon over here? Okay, click on it and hold down, then drag it to wherever you want.鈥�)

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