Adding Language to help your Child Communicate

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Once your child uses about 50 words or signs, he or she may be ready to combine words into short sentences. Adding a variety of words to your interactions with your child is like giving your child the building blocks for combining words into sentences. You might already be using lots of names for the things around you such as  “book” “doggie” or “teddy”.

Different types of words to add:

  • Action words, for example sleep, cuddle, read, kiss

  • Location words, for example, up, down, under, on, in

  • Words that describe, for example, big, soft, fuzzy, crunchy, smooth

  • Words that express belonging, for example, my, Mummy’s

  • Social words: nigh-nigh, bye-bye, hi

Action words are a great place to start because your child can combine these easily into two-word sentences, for example sleep → “Doggie sleep” or read → “Read book”.

Expand your child’s message: As well as adding a variety of words, you can help your child speak in longer sentences by expanding their message, for example:

Child: “Mummy apple!”

Parent: “Yes, Mummy is eating an apple” or “You want mummy to get you an apple?”

Extending your child’s message: Another way to help your child speak in longer sentences is to extend her message, for example:

Child: “Train!”

Parent: “Yes the train is GOING FAST!” or “It’s a BIG BLUE train!”

Tips for expanding and extending your child’s messages:

  • Respond with a slightly longer sentence.

  • Always include your child’s words to make the sentence more complete.

  • Keep your sentences short, but grammatical, for example “the ball is in the box” instead of “ball in”.

When your child starts to put two words together, in sentences such as “Hi Mum” “Go Daddy” “Doggie eat” you will know you have given your child the building blocks of communication by using a variety of words, and expanding and extending your child’s messages.

Remember that children need to hear lots of repetitions of a word before they will start using them themselves and that persistence and repetition is key!



Development Goals (Toddler C)

Social / Emotional   We gently support your child being able to separate from you and develop their interactions with their peers.

Social / Emotional

We gently support your child being able to separate from you and develop their interactions with their peers.

Fine Motor   We will be working on developing hand skills including grasp, release, two hands working together in a cooperative way and manipulation skills to encourage development of fine motor skills.   e.g. stacking 6 or 7 blocks, turning pages, turning motion with hand, threading, holding a pencil in their preferred hand with the thumb and first two fingers and imitating a vertical line, mostly using their preferred hand.

Fine Motor

We will be working on developing hand skills including grasp, release, two hands working together in a cooperative way and manipulation skills to encourage development of fine motor skills.

e.g. stacking 6 or 7 blocks, turning pages, turning motion with hand, threading, holding a pencil in their preferred hand with the thumb and first two fingers and imitating a vertical line, mostly using their preferred hand.

Communication   We will be focusing on building the range of nouns (naming words) and verbs (action words) that your child can understand and use. They will continue to have opportunities to practise following directions in a group environment and around activities that are not typically a part of their every day routines.

Communication

We will be focusing on building the range of nouns (naming words) and verbs (action words) that your child can understand and use. They will continue to have opportunities to practise following directions in a group environment and around activities that are not typically a part of their every day routines.

Gross Motor   During this program, we continue to focus on core stability & the development of your child’s independence with their mobility skills (ie rolling, crawling, walking etc), including balance, strength, endurance (stamina) and appreciation of where their body is in space and in relation to other objects/people in their environment. These skills are practiced during sessions and strategies provided for you to work on at home.

Gross Motor

During this program, we continue to focus on core stability & the development of your child’s independence with their mobility skills (ie rolling, crawling, walking etc), including balance, strength, endurance (stamina) and appreciation of where their body is in space and in relation to other objects/people in their environment. These skills are practiced during sessions and strategies provided for you to work on at home.

Problem Solving / Play   We focus on your child’s ability to:  - engage in pretend play that imitates situations that are highly familiar (e.g. brushing hair or eating some food).   We will also be looking to see if your child is beginning to use objects ‘symbolically’ in play (e.g. holding a cup to their ear pretending it is a phone).

Problem Solving / Play

We focus on your child’s ability to:

- engage in pretend play that imitates situations that are highly familiar (e.g. brushing hair or eating some food).

We will also be looking to see if your child is beginning to use objects ‘symbolically’ in play (e.g. holding a cup to their ear pretending it is a phone).

Sensory   We support your child to engage comfortably in a variety of sensory activities.

Sensory

We support your child to engage comfortably in a variety of sensory activities.