The Speech Teacher's Handbook: A Parent's Guide to Speech & Language by Molly Dresner

Author:Molly Dresner [Dresner, Molly]
Language: eng
Format: epub
Amazon: B07621GHKR
Goodreads: 36327207
Publisher: CreateSpace Independent Publishing Platform
Published: 2017-09-28T04:00:00+00:00

Activities

Now let us put all of this wonderful information to good use! This section includes simple things that you can do with your child during your normal daily routine. You are busy, and I know it! The purpose is for these activities to feel natural, fun, and easy for you and your child. These interchangeable ideas are just a starting point to get the ball rolling for you and your child.

Getting-Dressed Activities

The good news about getting dressed, is that you do it at least two times per day. Even changing a diaper and potty training are considered getting-dressed activities.

★ Let’s Label! Label only the items that you are using as you get dressed. For example, only say, “diaper,” “t-shirt,” “pants,” “socks,” “brush,” “bow,” or “hat.” It is important for your child to have a multisensory learning experience for labels. That is, she sees the clothing item, touches the item, smells the item, and hears the item’s label. All of this happens in the split second when you grab a diaper, show it to your child, and say the word “diaper.” When multiple senses are involved, the learning experience is strengthened.

★ Use Simple Language such as, “put on” and “take off” during dressing time. These two phrases expose your child to two-word phrases combining action words (put and take) with prepositions or spatial words (on and off). Again, your child is experiencing these words within the context of actually getting dressed, which enhances her ability to learn.

★ Don’t Forget About Descriptors! Take advantage of the wide array of adjectives to build your child’s vocabulary. Clothing items come in a variety of colors, textures, sizes, lengths, and shapes. Depending on your child’s level, you may be labeling and teaching a descriptor word (“blue”), or perhaps increasing your child’s phrase length (he says “blue” and you say “blue shirt”). Maybe you ask a who/what/where question (“what color is your shirt?”), or you have him follow a direction (“give me blue shirt”). All of it adds up to a bigger vocabulary and better communication.

“Tubby Time” Activities

★ Body Parts! All body parts are exposed during the bath-time routine. As you wash your child’s body parts, label them as you go. Focus on two to four parts at each bath and don’t add new body parts until your child is able to identify and label the parts on her own. Start with body parts that are easy: head, eyes, nose, mouth, ears, tummy, hands, toes, and knees. End the bath with a “slow review.” That is, go back and touch the two to four parts you focused on slowly and simply. (Touch and label, then pause. Touch and label, then pause. Repeat).

★ Feel It All! The bath is a sensory experience and a great time to focus on sensory words. Practice “wet” vs. “dry” as you go in and out of the bath; or “fast” vs. “slow” as you splash the water; or “big” vs. “small” as you compare your body to theirs (“big hand” vs. “small hand”).

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