Abstract

This chapter aims to raise awareness on the influence that small changes in adult-child interactions can have on children's cognitive and learning progress. The authors address learning opportunities found through the odds of conventional teaching in an early childhood setting. In an effort to promote good thinking that develops language and cognition in young bilingual children, the authors participated in an action research experience that taught them the benefits of empowering teachers when making curriculum and pedagogical decisions. Teacher preparation and high-quality coaching that emphasized the idea of teaching for understanding Blythe et al. while making thinking and learning visible are vital components for an ever-changing environment. The use of documentation, and asking good questions were important aspects to engage disengaged children and teachers.

Keywords: questioning, visible thinking, documentation, disposition, cultural forces, flexible planning and coaching
