The following strategies will help you create a stimulating speech and language environment that can support your child’s communication development.
These simple suggestions are meant for everyday use. They will show you how to make your child’s playtime more meaningful by doing things like:
As your child’s caregiver, you are in the best position to provide your child with daily learning experiences.
Being face to face helps your child …
Being face to face helps you …
How do I get face to face?
Video: Conversations Pave the Way for First Words (01:37).In this video, we learn the importance of getting face-to-face with our child. When we get face-to-face, it allows us to pick up on cues that our child is using to communicate (e.g., like using gestures, or looking). When we respond to these cues with words, we are starting a back-and-forth interaction or conversation.
Why follow your child’s lead?
How to follow your child’s lead …
When not to follow your child’s lead …
Video: A few words about first words…you are the key to your child’s first words (01:31).
This video discusses the importance of following your child’s lead, discovering your child’s interests, and using words to talk about whatever has caught your child’s attention. When you have fun with your child and add words to the interaction, it will help your child learn language, and may help him/her to say his/her first words.
By joining in and playing together, you create many opportunities for your child to learn more language and to practice talking with you.
For example:
Instead of ...
Insisting that your child play with a toy of your choice …
Try to …
Watch to see what toys and your child finds interesting and then play along.
Instead of ...
Watching your child play from the sidelines …
Try to …
Get your own toy and copy what your child is doing with that toy (if appropriate).
Instead of ...
Telling your child what to do with the toys …
Try to …
Get your own toy and show them how to play.
Pretend play is important for language development, so model simple pretend actions such as feeding, combing hair, sleeping, washing.
Instead of ...
Feeling reserved and self-conscious when playing with your child …
Try to …
Forget about how you look and be playful — you are the best toy in the house! You will get your child’s attention by using an excited voice, fun words (e.g., “oops”, “wee!”, “crash”) and lots of gestures/facial expressions.
Use short sentences when talking to your child (i.e. one to three words at most). Always stay one step above your child’s current level of communication.
For example: You offer your child juice.
Instead of asking, “Do you want to have a glass of juice?” try the following:
Labelling is a way for you to help your child learn new words.
Labelling, or naming, is useful because it:
Here are some suggestions for things to talk about:
Repeat important words several times in many different situations:
For example, see how many times you can repeat the word “bubbles” in an activity by combining it with other words: “Bubbles” “Open bubbles” “Blow bubbles” “Pop bubbles” “Close bubbles” “Bubbles” “More bubbles”
*bubble wands can be a choking hazard for children; ensure that you are holding the wand at all times
Wait for your child to comment, react, or ask for more with a gesture or a word.
If your child does not say anything after you have waited five to ten seconds, model the words that they should have said. For example:
Parent: “We are going to put the block _____.”
Parent waits five to ten seconds for child to fill in the word “on”.
Child does not respond.
Parent: “On. Put block on.”
Parent gives child block to put on top of the block tower.
Be available to help your child in situations, but wait for your child to request for help by making eye contact, bringing the object to you, vocalizing, or saying “help”.
Video: Sounds and Gestures: Building Blocks for your Child’s First Words (01:57).This video outlines how children use sounds and gestures to get our attention, to show us their interest, and to start to communicate their wants. When we say the word that matches the gesture or sound that our child uses, and wait, the child hears the word that they are trying to communicate and eventually, with time, the child will try to say the word.
These strategies remove the ability to only answer “yes” or “no” and encourages your child to use the specific name of the object.
The strategies also provide a chance for your child to comment or react.
Offer desired objects bit by bit …
Offer a choice …
Create a silly or unusual situation …
Examples of silly situations:
We often ask too many questions and this stops conversation instead of keeping it going. Try to:
Label new words instead of testing whether your child knows the word
Taking turns is an important skill for your child to learn. At first, children learn to take turns in play. Later, children understand how to take turns talking in interactions. Turn-taking helps increase a child’s attention span and promotes eye contact.
Take turns by:
Activity example for turn-taking:
Child: “ba”
Parent: “Bird, yes there’s the bird!”
Child: Reaches for juice and grunts “ah-ah”.
Parent: Interprets that child wants juice and says, “Juice. Daddy Juice.”
Parent then pours child juice.
Child: Screams and begins to cry when parent presents book at bed time.
Parent: Interprets that child does not want to read book and say, “No, no book!”
Parent offers child a different book to read or another night time activity.
Some suggestions when reading a book:
Take advantage of daily routines and add language
This is a good opportunity to:
Mark each step, for example, “shirt on”, “pants on”, “socks on”.
Imitation will motivate and encourage your child to interact with you. Imitation shows your child that you are interested in what they are doing, and also encourages them to imitate you back.
Some suggestions for imitating your child are:
Imitate what your child says and make corrections. For example:
Child: “Ded car.”
Parent: “Yes, red car.”
Imitate and add one or two more words. For example:
Child: “Put baby.”
Parent: “Put baby on table.”
Add new ideas to what your child says. For example:
Child: “Doggie!”
Parent: “Doggie says woof, woof!”
Video: Playing with Language Video Series Part 1: Play Time (03:44)
Video: Playing with Language Video Series Part 2: Reading Books (03:45)
Video: Playing with Language Video Series Part 3: Meal Time (05:36)