Incidental teaching can begin in which two ways?

The correct answer is capturing and contriving. Incidental teaching is an approach that aims to promote learning in natural contexts, and it typically begins through two main strategies: capturing and contriving.

Capturing involves recognizing and seizing spontaneous opportunities to teach that arise in everyday situations. For example, when a child shows interest in a butterfly, the teacher can use that moment to expand language skills by asking questions about the butterfly or prompting the child to express what they see. This approach uses real-life situations to facilitate natural learning.

Contriving, on the other hand, refers to deliberately setting up situations or environments to encourage certain behaviors or learning outcomes. By intentionally creating scenarios where a child needs to communicate or seek help, the instructor can guide the child towards learning specific skills in an engaging manner.

Together, these two strategies form the foundation of incidental teaching, allowing educators to promote learning in a meaningful context while ensuring that the child is actively involved and motivated.

Other options do not encapsulate the essence of incidental teaching as effectively. For instance, direct teaching and passive observation is not aligned with the naturalistic approach of incidental teaching, as it suggests a more structured and less interactive form of learning. Similarly, incidental reinforcement and structured prompts focus on specific forms of reinforcement