A GUIDE TO THE DEVELOPMENT OF EARLY COMMUNICATION SKILLS

Most children seem to learn to talk quite effortlessly and it therefore comes as a surprise when a child does not talk on time.

Many parents blame themselves even when they have other children with no speech problems at all.

We now have a better understanding of why some children who appear bright in every other way do not develop or talk like their friends.

Late talkers often miss out on, or show very little interest in what we professionals call "prelinguistic skills". These are skills like looking, pointing and taking turns in baby games. The acquisition and sharing of these "people" games is now thought to be essential for later conversational skills to develop.

Late talkers are children who often sit and wait to be brought into activities with other people or children who are so busy rushing about they don't wait to listen or share games. They often prefer their own company or resist adult direction.

Many late talkers therefore do not have good people awareness and need to be taught this skill.

In order to help your child develop two way communication and social play you may need to overplay babygames. Late talkers are notoriously self directed so you may have to follow the lead of your toddler, and carefully introduce games when he/she is in a receptive mood.

1 People Play Games

No equipment apart from yourself or other people is necessary. All you need is the time and a willing child!

Close physical contact games with movement and song, toddler sits on adult's lap and looks and listens to familiar rhymes like Humpty Dumpty.

Parent pauses to allow the child to signal he wants another turn.

Baby should signal either by

i) looking, ii) vocalising, iii) moving his body - or a combination of these skills.

Please sing and use exaggerated voice and facial expression.

Experience playing alongside other toddlers at home or in a toddler group - don't give up.

2 Turntaking Games

These are any games where your toddler learns to share and time appropriate responses with an adult.

a) Singing rhymes where rhythmic body movements are involved e.g.row the boat - facing each other.

b) Games with anticipation - peek a boo, Ready Steady "go"

c) Encouraging shared vocalisation. Initially you may imitate your toddlers babbling sounds while you are playing together. Your toddler may stop and listen first, eventually he will learn to babble back and you can establish a sound turntaking game.

d) You can do the same kind of game with pairs of musical instruments or saucepans and spoons.

e) Sharing a toy

like rolling a car or a ball to and fro

sharing blowing bubbles in the bath water

sharing a photo album of important people in his life.

3 Pretend Games

Help your child understand what pretend means by pretending your self. You can

a) pretend to fall asleep. Child can be seen to wake you up.

b) pretend to drink out of a toy cup . Is it hot?

c) Encourage your toddler to do the same. Can he offer a drink to you or teddy?

d) Can he feed teddy with a play dough cake?

4 Exploratory Play

Encourage your child to feel comfortable handling a variety of sensory play materials. You may need to show him first.

a) Play dough, water, lentils, shaving foam.

b) Making noise' with musical toys and household equipment.

5 Sharing Eye Contact

Inventing physical games which help to extend shared eye contact to indicate pleasure and request for an activity to continue.

a) Looking at each other in a mirror.

b) Swinging your child in your arms and waiting for eye contact before repeating.

c) When a child indicates she wants something she cannot reach. Point her request out to her by pointing and directing her gaze to the object.

6 Tuning into Voice

Provide a quiet time when you and he/she are together with a few toys for about 5 minutes each day.

Choose toys which are of interest but won't encourage repetitiveness or solitary play.

Choose toys which invite you to share. e.g. water play, musical toys, ball, car, books, box, bricks etc.

Please avoid directing your child to a toy. However you may respond by joining him and copying what he does.

Comment directly on his every action and need, we call this mapping.

Use very short sentences e.g. Just 2 or 3 words. e.g. James is pouring, James says go away.

Avoid questions unless your child is looking for a toy.

7 Gesture and Pointing

When your child is confidently looking and sharing your attention you may accompany your speech with pointing and exaggerated gesture. By repeating gestures at appropriate times e.g. signalling "drink". Your child will learn to understand both the meaning of the word and the significance of the gesture. Children often start to use gestures to help them share attention and talk.

8 Making a real impact on the world before sentences appear

Provide opportunities for child's actions and sounds to have maximum impact on you. This will help your child's signals to become meaningful. This should encourage intentional vocalisation and real words e.g.

1) Child bangs drum - adult jumps

2) Child screams - adult wakes up

3) Child stamps floor - adult copies

4) Child says stop - adult stands still

9 Helping understanding

Help your child understand what words mean and what is happening now and later by

a) Keeping to a routine

b) Introducing any changes by using visual props e.g. Hold your child's coat if you intend to go out. Bring a book to your child if you want her to join you for a story.

c) Let him or her always watch other children before taking part.

e.g. group activity, toileting

d) Use gesture and short sentences as indicated, photos sometimes help.

e) First gestures could be - more, drink, car, home, soon, stop, dinner, sleep.

10 Encouraging Co-operation

Because your child cannot predict what is going to happen he will try and impose routine on his own life. He may resist changes.

a) Always acknowledge his anxiety and comfort him

b) Make it clear that you know what he wants.

c) Before insisting otherwise - It is not helpful for him to have too much control.

d) Try distraction.

e) Tackle one problem at a time.

f) Children are often more anxious and more resistant to co-operation in over stimulating environments, so you may need to change the environment (e.g. smaller playgroup) rather than the child.

N.B. For more advice and activities please contact your own Speech and Language Therapist.

MARGO SHARP

PRINCIPAL SPEECH AND LANGUAGE THERAPIST

HEATHLANDS CLINIC

DECEMBER 1995

Updated 10/2002: Margo Sharp is currently not based at the Heathermount School. Latest known contact information: eMail -- MARY.RICHARDS@bhamchildrens.wmids.nhs.uk * Telephone 0121 243 2000.