COMMUNICATION: HOW TO TALK WITH TODDLERS
May 19, 2021
- Take the conversation to your child’s level. Conversations can sometimes be above the younger children’s level of understanding; therefore, it is important to bring the conversation in line with a level they would understand.
- The way we talk to our kids has a significant impact on their learning and ability to listen to us. We are continually modelling to our children how to act and behave, and the way we talk to them fits right into this category. The way we speak to them and others is showing them how we want them to respond to us and others.
- Make conversation a priority with your children. This is especially important when there is more than one child in the house. Using language and vocabulary that is age appropriate is really important to mould a rich language environment for your child. It will also build confidence, self-esteem and good relationships.
- Tune in and listen to what the child says. It is important to be attentive and show your child that you are interested in what they are saying. This also model good behaviour and manners you would like to teach your child for future reference.
- Take turns talking. Showcase a conversation and respond age appropriately to what is said. Don’t interrupt. Don’t scold your kids when they are telling you a story. They will lose interest in sharing their feelings with you in future if you shift away from their story. Rather use this opportunity to engage with your child and use the content as a teaching moment. Remember the exchange are not only about words but about feelings, about paying attention to that little person’s story.
- Talk about what the child is doing, what the child is looking at, or what the child is interested in. Ask open-ended questions to develop curiosity. Adding words or questions to what the child says will model new language and enrich your child’s vocabulary.
- Ask questions that relate to the child’s experiences or interests. This will help develop critical thinking skills and give the child a moment to think about different scenarios and how to approach or react to it.
- Give the child enough time to respond. For children who do not have language yet or is shy in nature, this may be a nonverbal response, like a gesture or a look. Allow your child to find his/her voice.
- Some children find speaking and listening harder than others. They might find it hard to understand what words and sentences mean. Some struggle to find the right words and sounds to use and put them in order. So, be considerate and patient. You can use your child's imagination to your advantage by making a game out of telling funny stories or jokes. Ask them to tell you a joke or teach you about their favourite toy, which will require them to put their thoughts into words. But even if your child experiences some language delays, this doesn’t always indicate a serious problem. If you worried because they are not speaking, see an expert.
- During difficult times, it is always harder to remember to acknowledge your child, but if a child can hear anything during a temper tantrum, it reassures them to hear our recognition of their point-of-view. Most parents talk too much or use unclear language when they discipline a small child. Too many words and vague complaints only confuse and overwhelm them, so be prepared when speaking to your little one.
- Reading to your child as much as possible every day is one of the best things you can do to encourage language development, imagination development and creativity.
Using Assessment Insights to Personalise Support and Improve Learner Outcomes
At Gaborone International School, we often speak to parents who carry both excitement and concern about their children’s future. Many wonder whether their child will cope with academic pressure, adapt to independent living overseas, stay emotionally strong, or successfully compete in an increasingly global world. These are very real concerns, and as educators, we see it as our responsibility to prepare students not only for examinations, but for life beyond school. Academic excellence remains a strong foundation. Through the Cambridge IGCSE curriculum, students develop internationally recognised qualifications that open doors to universities around the world. Our students consistently achieve outstanding results, and many can study abroad directly after IGCSE without needing AS Level studies. The strength of First Language English at GIS, together with the fact that learning and communication across the school happen in English, also gives students an important advantage when applying internationally. However, future success is about far more than grades alone. To prepare students further, GIS regularly hosts visits from international universities, including institutions from South Africa, Switzerland, and Canada. These engagements help learners and parents better understand global opportunities and career pathways. Students also participate in excursions to companies, institutions, and factories, giving them valuable exposure to different professions and working environments. One of the greatest transformations I have personally witnessed involved a student who began as extremely shy and reserved. She rarely spoke publicly and lacked confidence in her abilities. Over time, through opportunities provided by the school, she slowly found her voice. Today, she runs her own student career guidance consultancy and even speaks at national events. Her journey is a reminder that confidence can be taught, nurtured, and developed when students are consistently encouraged to step forward. GIS intentionally creates those opportunities. Students participate in debate and public speaking clubs, present during assemblies from Form 1, facilitate workshops, elect class monitors, and choose their own sports captains. During Entrepreneurship Day, students run their own business stalls and experience real decision-making, teamwork, and responsibility. Through Culture Week, students celebrate diversity and learn to appreciate different backgrounds and perspectives. These experiences help students become adaptable, confident, and culturally aware — qualities universities and employers increasingly value. Equally important is learner support. We understand that academic pressure can affect confidence and well-being. GIS has a resident psychologist who supports students emotionally and psychologically, while our restorative approach to discipline focuses on growth rather than punishment. I have seen learners who once struggled with anxiety and mental blocks go on to perform exceptionally well in their final examinations because they felt supported, understood, and guided. The world our children are entering is also rapidly changing technologically. GIS responds to this through Robotics, EdTech, and a strong focus on future-ready skills. Together with the ADvTECH Global Competency Skills and RDI (Respect, Diversity, and Inclusion) frameworks, and Community Service programmes, students are taught adaptability, collaboration, leadership, empathy, and responsible global citizenship from an early age. Ultimately, our goal at GIS is simple: to help every learner achieve their aspirations. We want students to leave our school academically strong, emotionally grounded, culturally aware, and confident enough to thrive anywhere in the world.
What Global Standards Mean for Your Child’s Future
