Raising lifelong learners: The power of the check-in

In February 2024, I was thrilled to present at the Luminario seminar on The Art of Talking with Children in Lima, Peru. At the seminar, it was wonderful to see so much engagement and so many deep questions on how we can support young children to think deeply and build creativity even as we nurture our relationships with them. In that seminar, I emphasized the importance of a few key components, including:

o?? How small daily conversations accumulate to stretch children’s imaginations and build their kindness, confidence, and creativity

o?? The importance of playful conversations in helping children consider many ideas and learn to trust themselves

o?? The many ways we can use conflicts between children to support them in learning from each other and building social skills

?Now that it's May and near the end of the academic year, I'd love to focus on how you can support the kids in your life to be lifelong learners.

As I have seen as a speech pathologist and academic specialist, it is easy to fall into a habit of asking children, “Do you understand?” or “Does that make sense to you?”

When we ask these questions, we are likely to be met with a child nodding or saying, “Yes.”

Even if the child doesn’t understand, he or she knows that’s the answer we’re looking for. Also, many young children don’t know how to explain what they don’t understand—or even how well they do. In order to have this deeper check-in for children, try some of the following with the children in your lives, whether you’re a teacher, parent, or caregiver, or friend:

?”Can you give me another example?”

·????? This is especially effective if you have given several examples of a category or shown a process of how something works.

For example, if you explain all the qualities that a mammal has, you might give many examples of mammals (bears, cats, dogs, horses) and then ask for another example. You can follow up a child’s response with more open-ended questions, such as “What makes that example a mammal?”

?”Can you give me a silly example, or one that is not right?”

·????? Children often enjoy joking games such as pretending to be “very wrong” or pretending to be a “confused student.” Asking children for a non-example, or the opposite of the first question, lets them playfully consider the category you were discussing, and the reasons for it. Invite the children to be creative.

For example, what about a bear that laid eggs? Would it be a mammal? What about a dolphin that breathed like a fish?

?”Can you explain what I said, in your own words, to your partner or friend? …And maybe add an idea of your own!”)

·????? When you hear children’s explanations, you’re able much more immediately to tell whether the child understood, or where their misunderstandings lie. You get the chance for children to take responsibility and teach each other, as well as learn how to ask questions respectfully.

Also, you let the children hear the information in a different way, which promotes learning and bonding between children.

Finally, by encouraging children to add their own idea, you’re promoting their own voices and their autonomy. You’re helping them respond to what they’re learning with their creative thoughts, not just repeating what you say. Over the long run, this will help them stay curious.

?”What is one question you have about what you’ve heard?”

·????? This is a small change, but rather than asking, “Any questions?” try inviting children to come up with one question after a lesson.

When you assume you will get questions, children are much more likely to ask things they’re wondering about or that felt unclear to them. You have the chance for further discussion and clarification—and children feel seen and heard.?

I hope these ideas are helpful to you, as you continue enhancing your communication with children. As always, I am available and excited to take questions and hear your thoughts!

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Best,

Rebecca Rolland, EdD

https://www.rebeccarolland.com