Christensen, Horn and Johnson in their Disruptive Class argue that one of the most disruptive ways to improve education is to have children 0-3 years hear more “language dancing” (Risley and Hart term) where the parents engage in face to face conversation with the infant and talk in adult, sophisticated language. The business talk of “Let’s get in the car” or “Eat your peas” does not contribute much to language development. They quote research to show that a significant portion of a person’ intellectual capacity is determined in his/her first 36 months and the most critical is the first year. Risley and Hart affirm that some working class parents do talk to their children and some affluent parents do not. Race, age, or income are not factors, simply the amount of time that parents talk to their children.
I would like to propose a serious change in education. I advocate that the federal govt or state pay retired teachers to go to talk to young babies for two hours a day for five days a week. Even if the teachers are paid $10 an hour or twenty dollars a day or $100 a week for a total fifty two weeks or $5,200 a year, that would be a tremendous Return on Investment (ROI). Imagine students going into school having heard 48 million words as opposed to the 13 million words. Hopefully, the children’s parents after hearing the sophisticated talk of the retired teachers will change their talk to their children. We could get rid of HeadStart and use that money. Many of the reasons for universal Pre-K would be eliminated. All students would start school at a high level of language. All students could start off being successful and continue to be successful.
Let’s starting talking to babies now!
My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.
Education with Technology Harry G. Tuttle 
