Lindgren Child Care Center Early Childhood Professionals Conference

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Lindgren Child Care CenterEarly Childhood
Professionals Conference
Sarah Smits-Bandstra, Ph.D. CCC-SLP Communication
Sciences and Disorders St Cloud State University
Session IV (200 345pm) Jan 7, 2012
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Immersing Children in Language
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Agenda

• Prevention
• Intervention
• Enrichment

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Prevention

• Knowledge of Milestones is critical
• We all know motor milestones
• We are less familiar with speaking milestones

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MOTOR QUIZ

• Rolling over around _______ months
• Sitting up at _________ months
• Walking at ______ months
• First teeth at _______ months
• Toilet trained by __________ years

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SPEECH AND LANGUAGE QUIZ

• Pointing by __________ months
• Elaborate babbling (2 sounds, e.g., ba da) by
  _________ months
• First words occur at ______ months
• Two words together at _______ months
• At least 5 speech sounds (e.g., p, b, m, n, t) by
  __________ months
• By twenty-four months boys have _______ words and
  girls have ________ words.

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SPEECH AND LANGUAGE MILESTONES

• Pick at Brochure from the front
• Write below something surprising that you
  learned.

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Prevention

• Key is to identify children early and refer them
  early.
• Brain is most able to make significant changes in
  the first 5 years.

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What do you do if there is a problem?
Roosevelt Early Childhood Center3015 3rd Street
NSt. Cloud, MN 56303 Early Childhood
ServicesPhone [phone]Fax (320)
529-4320Assessment [phone]E-mail
roosevelt_at_isd742.orgPublic Entrance Door 2
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What do you do if there is a problem?
Speech-Language and Hearing Clinic 103 Brown
Hall 720 Fourth Avenue South St. Cloud, MN
56301-4498 320-308-2092 320-308-6441
FAX csd_at_stcloudstate.edu www.stcloudstate.edu/csd/
clinic/
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What do you do if there is a problem?
Benton Sterns Education District Early
Intervention Services 517 Second Street South
P.O. Box 299Sartell, Minnesota 56377320-252-8427
Help Me Grow at 1-866-693-4769
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Prevention

• We can make a big difference and prevent problems
  that arise from becoming long-term problems.
• We are critical, how we interact with kids is
  critical, language models we provide are critical
• You should definitely be paid more!

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Intervention

• Assess the childs conversation type
• Initiator
• Responder
• Passive
• Own Agenda

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Intervention

• Assess the childs conversation type
• Initiator
• Responder
• Passive
• Own Agenda

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Intervention

• Assess the childs conversation type
• Initiator
• Responder
• Passive
• Own Agenda

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Intervention

• Assess the childs conversation type
• Initiator
• Responder
• Passive
• Own Agenda

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Intervention

• Assess YOUR usual role
• Cheerleader
• Director
• Helper
• Timekeeper
• Entertainer
• Quiet
• Responsive Partner

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When the roles dont match
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When the roles dont match
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When the roles dont match
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The Responsive Partner

• Observe
• Wait
• Listen

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What is the child paying attention to?

1. Before butting in, stand back for a moment to
   observe what the child is focused on.
2. Focus on this same thing.
3. Imitate the childs actions, sounds and words to
   show you are interested.

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OWL Practice

• Get into pairs
• One of you be the child, of you the caregiver
• Child play with your toy as per instructions
• Caregiver teach your child language as per
  instructions

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OWL Practice

• Get into pairs
• One of you be the child, of you the caregiver
• Child play with your toy
• Caregiver OWL

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Comments

• Comments instead of questions
• Dinosaurs Roleplay
• Ideas
• Expectant look
• Noise (hmm, ohh?)
• What now? Or Now what?
• Tell me more

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Model at childs level

• Model at childs level (momodejawampatutum)
• RULE one word more than the child
• If child says only a few words, teach a new word
  by saying it all by itself.
• If child says several words (e.g., mommy), add a
  word (e.g., mommy bye bye)
• If child says short sentences (him going) add the
  missing information (He IS going)

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What would the child say?

• No, help, more
• Dont!, Stop it!
• I dont like that
• Can I play? Can I have a turn?
• Pee or Poop (potty)
• I am eating
• I am fast
• I like it

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Shocking Realization!

• When you are trying to get a child to talk, you
  need to talk less and wait more.

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Routines

• Teach the same words and phrases every day, then
  say less and less, and let the child say more and
  more.
• e.g., time to go outside . what time is it?
• e.g., Snowpants on first.what now?
• e.g., I love snack..mmm
• e.g., Listen! Mommys coming Listen!

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Engaging the delayed child

• Will play inappropriate roles
• May interact with teachers not peers
• Will not be invited by peers
• Will not instinctively be social and interact
  with others
• Need to be paired with SOCIAL child, interactions
  need to be planned and facilitated as regular
  part of routines

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Engaging the delayed child

1. Step in
2. Set up
3. Fade out -

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Engaging the delayed childRedirect
comments/questions to peers
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Second Language LearnersSame problems as delayed
child with peers
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Second Language Learners
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HANEN

• WWW.HANEN.ORG
• Especially for child-care providers
• LEARNING LANGUAGE AND LOVING IT.
• ABC and Beyond