Constructivist theories explain how young children learn and develop not only by exploring the environment, but also with the presence of effective interactions in which teachers interact with children to facilitate learning activities to support and scaffold development, learning, and language.
 

The properties of the interactive exchanges between teachers and children -the information conveyed, feedback loops, and conversational sequences- are critical to teachers’ fostering of children’s learning (La Paro, Hamre & Pianta, 2012).
 

One way to promote the engaged support of learning is understanding the process and the impact of teacher-child conversations, questions and the natural use of higher levels of vocabulary.
This training session is designed to support practitioners to be more intentional in the use of questions and vocabulary, providing them with specific information on the different ways to embed those in daily routines to effectively support higher order thinking skills, cognitive and language competence. Meanwhile, these strategies are intrinsically connected with the Cognitive Development CLASS Domain improving effective indicators such as analysis and reasoning, problem solving, making predictions and prompting thought processes, among many others.