Language Modeling Tips
Stimulating speech and language in young children is extremely important for building
language skills. There are many ways to stimulate speech and language development. The
following techniques can be used informally during play, family trips, “wait time,” or during
casual conversation. The techniques are meant to provide a model for the child (rather than
asking the child to repeat or imitate what you say). These strategies can be used anytime
your child is making an attempt to speak. It is important to have children understand that
speech and communication are important not only for interaction, but also to express
feelings and ideas.
1. Self-Talk – talk out loud about what you are seeing, hearing, doing, or feeling
when your child is nearby. He or she does not have to be close to you or pay attention
when you are talking out loud. Be sure to use slow, clear, simple words and phrases that
the child can understand. Example: When you’re washing the dishes and your child is
playing in the kitchen, you might say, “wash dishes - pick up cup - dirty cup - wash the
cup - the cup is clean.”
2. Parallel Talk – talk out loud about what is happening to your child. Use words
that describe what he or she is doing, seeing, or hearing when your child is within
hearing range. Again, he or she does not need to be close to you or paying attention when
you talk out loud; the child only needs to be within earshot. Be sure to use slow, clear
simple words and phrases. Example: When your child is playing with a ball and then
daddy comes home, you might say, “roll ball – get ball – pick up ball – daddy home – run
to daddy – Max wants up.”
3. Expansion – as a general rule add one or two words to what your child says
when you respond back. Also, your child’s word order may be different than yours. Let
him or her hear the right order and correct basic grammar. Don’t worry about using
perfect grammar yourself. Example: Change “up” (child) to “come up” (parent)
Change “daddy” (child) to “daddy home” (parent) Change “boy eat”
(child) to “the boy is eating” (parent) Change “no want” (child) to “I
don’t want it” (parent) Change “we play car” (child) to “Let’s play
with the car” (parent)
4. Praise – respond quickly to your child’s speech attempts and verbal requests by
your verbal and/or non-verbal responses. Non-verbal praise may include a smile, a hug, a
pat on the back, eye contact, clapping your hands etc. Verbal praise may include
reflecting back to what your child said or saying how much you like their talking.
Example: When you are playing with your child and he says “ba” for ball the first
time, you might open your eyes wide and smile “ball – ball rolls – I like your talking.”
Example: When your child says “car” and points to his toy car on the table
because he wants to play with it, you might clap your hands and say “car – you
want car.” Then as you hand the toy car, you might also add “take car.”
1. Model things you think the child actually wants to say. If someone is in her space and she is moving away or pushing the person, model “Go away” even if you think it’s rude. You can add “please” later.
2. Model without expecting a response, but with the presumption that the child is taking it all in. Don’t worry if the child doesn’t immediately mimic your model. Your goal is to expose her to the language at her fingertips, show her that words can be combined, and teach her that you are learning it too. Children know very quickly who is supportive of the device use and who thinks it’s “too hard for her” or “doesn’t make any sense.” By modeling, you are also demonstrating that you support the use of the device and that it makes sense to you. If you are willing to use it, she’ll be more comfortable using it with you.
3. Pay attention to the child’s reactions. If something you model causes a reaction in the child, (ex. she leans in, pays closer attention, laughs, grabs your hand, turns the device toward her), model “again” and then repeat what you had modeled. If she reacts or continues to show an increased interest, it may be a good indication that she’s ready to try it herself. Try gesturing to the button, wait five seconds, and if she doesn’t respond, model it again. Put that word or phrase at the top of your modeling list and model it every time it’s appropriate.
4. Make a modeling plan. It doesn’t have to be anything complex, but make a commitment to model. Do what works for you and what you think will be best for the child. Choose one phrase that can be easily generalized (want more, like that, what now) and model it as often as you can and in as many different situations as you can. Or choose at least three things each day for three days. Then try five things each day for five days. Challenge yourself and model things you hear other children saying. Your plan should not be so ambitious that it feels overwhelming, but ambitious enough that you’re excited about it. Adjust it accordingly.
Stimulating speech and language in young children is extremely important for building
language skills. There are many ways to stimulate speech and language development. The
following techniques can be used informally during play, family trips, “wait time,” or during
casual conversation. The techniques are meant to provide a model for the child (rather than
asking the child to repeat or imitate what you say). These strategies can be used anytime
your child is making an attempt to speak. It is important to have children understand that
speech and communication are important not only for interaction, but also to express
feelings and ideas.
1. Self-Talk – talk out loud about what you are seeing, hearing, doing, or feeling
when your child is nearby. He or she does not have to be close to you or pay attention
when you are talking out loud. Be sure to use slow, clear, simple words and phrases that
the child can understand. Example: When you’re washing the dishes and your child is
playing in the kitchen, you might say, “wash dishes - pick up cup - dirty cup - wash the
cup - the cup is clean.”
2. Parallel Talk – talk out loud about what is happening to your child. Use words
that describe what he or she is doing, seeing, or hearing when your child is within
hearing range. Again, he or she does not need to be close to you or paying attention when
you talk out loud; the child only needs to be within earshot. Be sure to use slow, clear
simple words and phrases. Example: When your child is playing with a ball and then
daddy comes home, you might say, “roll ball – get ball – pick up ball – daddy home – run
to daddy – Max wants up.”
3. Expansion – as a general rule add one or two words to what your child says
when you respond back. Also, your child’s word order may be different than yours. Let
him or her hear the right order and correct basic grammar. Don’t worry about using
perfect grammar yourself. Example: Change “up” (child) to “come up” (parent)
Change “daddy” (child) to “daddy home” (parent) Change “boy eat”
(child) to “the boy is eating” (parent) Change “no want” (child) to “I
don’t want it” (parent) Change “we play car” (child) to “Let’s play
with the car” (parent)
4. Praise – respond quickly to your child’s speech attempts and verbal requests by
your verbal and/or non-verbal responses. Non-verbal praise may include a smile, a hug, a
pat on the back, eye contact, clapping your hands etc. Verbal praise may include
reflecting back to what your child said or saying how much you like their talking.
Example: When you are playing with your child and he says “ba” for ball the first
time, you might open your eyes wide and smile “ball – ball rolls – I like your talking.”
Example: When your child says “car” and points to his toy car on the table
because he wants to play with it, you might clap your hands and say “car – you
want car.” Then as you hand the toy car, you might also add “take car.”
1. Model things you think the child actually wants to say. If someone is in her space and she is moving away or pushing the person, model “Go away” even if you think it’s rude. You can add “please” later.
2. Model without expecting a response, but with the presumption that the child is taking it all in. Don’t worry if the child doesn’t immediately mimic your model. Your goal is to expose her to the language at her fingertips, show her that words can be combined, and teach her that you are learning it too. Children know very quickly who is supportive of the device use and who thinks it’s “too hard for her” or “doesn’t make any sense.” By modeling, you are also demonstrating that you support the use of the device and that it makes sense to you. If you are willing to use it, she’ll be more comfortable using it with you.
3. Pay attention to the child’s reactions. If something you model causes a reaction in the child, (ex. she leans in, pays closer attention, laughs, grabs your hand, turns the device toward her), model “again” and then repeat what you had modeled. If she reacts or continues to show an increased interest, it may be a good indication that she’s ready to try it herself. Try gesturing to the button, wait five seconds, and if she doesn’t respond, model it again. Put that word or phrase at the top of your modeling list and model it every time it’s appropriate.
4. Make a modeling plan. It doesn’t have to be anything complex, but make a commitment to model. Do what works for you and what you think will be best for the child. Choose one phrase that can be easily generalized (want more, like that, what now) and model it as often as you can and in as many different situations as you can. Or choose at least three things each day for three days. Then try five things each day for five days. Challenge yourself and model things you hear other children saying. Your plan should not be so ambitious that it feels overwhelming, but ambitious enough that you’re excited about it. Adjust it accordingly.
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