communication … communication… on the...
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Communication…On the Go!
CommunicationCommunication……On the Go! On the Go! Kay Clarke Kay Clarke –– COMSCOMS
Chris Ross Chris Ross –– SLPSLP
Non-Linguistic and Prelinguistic Development• Nonlinguistic - Facial expressions, gestures, vocalizations to support communication– Used throughout life
• Prelinguistic – Facial expressions, gestures, vocalizations which precede language development
• Both are precursors to linguistic development
Examples of Non/prelinguisticLanguage Behaviors
• 0-3 months (Rossetti Interaction/Pragmatics/Play)– Maintaining brief eye contact during feeding– Crying diminishes with adult contact– Smiles purposefully in response to caregiver’s face or voice– Seeks eye contact– Responds to adult interaction– Shows interest in people– Looks at objects– Attempts to imitate facial expressions– Plays with a rattle– Laughs at amusing activities– Cries to get attention
Examples of Non/prelinguisticLanguage Behaviors
• 3-6 Months (Rossetti Interaction/Pragmatic/Play)– Smiles spontaneously to human contact– Smiles when playing alone– Smiles at faces of several family members– Stops crying when spoken to– Shows different responses to family members– Smiles at self in mirror– Maintains eye contact– Imitates facial expressions– Produces different cries for different reasons– Vocalizes in response to vocalizations
Language Development Birth – 12 Months
• Expressive Language – Vocalize, cry, coo, – Babbles, sound play– Vocalize different
syllables– Imitates duplicated
syllables– “mama” & “dada’– Beginning to use words– Beginning to imitate names
of familiar objects
• Receptive Language– Quiets to familiar voice– Attends to speakers
mouth or eyes– Turns towards a voice– Recognizes name– Responds to “no”– Waves in response to Bye-
Bye– Attends to new words– Attends to objects
mentioned when named– Identifies two body parts
Language Development 12-18 Months
• Expressive Language
– Vocabulary around 15 words
– Replaces gestures with words
– “more”
– “What’s that”
– Names familiar people
• Receptive Language– Identifies familiar objects from a group
– Maintains attention to pictures
– Enjoys rhymes and finger plays
– Understands some prepositions
Language Development 18-24 Months
• Expressive Language– Uses single words
– Vocabulary of 50 words
– Sentence-like intonation
– Using 2-3 word phrases
– Pronouns
– MLU 1.25 – 1.5
• Receptive Language– Identifies photographs of familiar objects
– Finds familiar objects not in sight
– Chooses 5 familiar objects on request
– Understands verbs in conext
– Understands 50 words
Language Development 24-36 months
• Piaget Preoperational Stage– Uses action words– Develops conversation
skills– Uses negation, plurals,
prepositions (syntactic development)
– Shares experiences verbally
– Vocabulary of about 900 words
– MLU develops from 1.5 to 3.0
• Receptive Language– Points to four action
words in pictures– Understands
size/spatial/descriptive concepts
– Understands whole/part relationships
– Answers yes and no– Follows 2 step commands
Infants
Birth to One Year• Reflexes
• Early motor skills (gross & fine)
• Importance of emotional bond
• Cries/babbles to communicate
• Early cognitive/concept skills
• Mirror neurons and their role
Toddlers
One to Three Years• Walks alone/runs/climbs• More mature grasp/hand skills• Follows simple instructions/tantrums• Spoken language emerges• Active explorer of space (not safe)• Enjoys picture books & rhymes• Emotionally dependent on adults• Egocentric
Children Learn to Travel Independently Because…
• Inviting, diverse & appropriate travel environments
• Adults explore & walk with them
• Free movement, exploration & “hands-on”contact
• Adults interpret meaning
• Goal-directed• Understand bodies• Understand environmental
features & layout• Have need to travel• Self-propelled locomotion• Respect for safety rules• Security/Self confidence• Formal travel skills
Possible Impact ofVisual Impairment
• Low Tone• “Fixing”/”Stacking”• Hypermobility of joints
• Gait/Stance/Feet• Transitioning• Rotation/Arm swing• Midline• High Guard/Hands• Limited movements
• Prone weight-bearing• Head/Shoulders• Skip crawling• Late walkers• Balance issues• Spatial Mapping• Body Image/Concepts• Mannerisms• Motivation/Caution/ Secure base
Where in the World Am I?Orientation & Mobility
• Part of “Expanded Core Curriculum”
• Orientation (“O”): Thinking part
• Mobility (“M”): Act of moving
• Goal: Purposeful, goal-directed, safe travel; as independent as possible.
• O&M specialist
Sequence of Orientation
• Own body
• Immediate space
• Larger environment
Sequence of Mobility
• Reflexes
• Cause-effect
• Intentional actions
• Goal-directed movement into space
Early O&M Components(Traditional)
• Body Awareness
• Sensory Awareness
• Space Awareness/Mapping
• Self Concept/Esteem
• Environmental Exploration
• Concept Development
• Self-Protection
• Human Guide/Basic Skills
• Mobility Device
Early O&M Components(Non-traditional)
• Object/Person Permanence
• Cause-Effect• Choice-Making/Requesting
• Reaching/Movement• Purposeful, Self-Initiated Actions
• Early Problem-Solving
• Social Interactions/Play
• Attachment/Secure Base
• Social Referencing• Self-control• Object Exploration/Play
Understanding My World
• My Body• Families• Home & Yard• School• Neighborhood/ Community
• Parks/Playgrounds• Transportation/ Community Helpers
• Money & Stores
• Food & Restaurants• Modes of Communication
• Clocks/Calendars/ Weather
• Numbers/Counting/ Measurement
• Colors/Shapes/Signs• Animals• Space/Action/Etc.
Role of “Teachers”in the Early Years
• Interesting, accessible learning spaces• Meaningful (and fun) learning opportunities • “Natural environments”• Take the child’s lead• Guide/facilitate/model• Observe carefully• “Whole child” approach• Family-centered services/supports• Team with others
Getting ‘Em Hooked:Early O&M Strategies
Meaningful Objects
Transitional Objects• Blankets and bears and pacifiers, oh my!
• Separation issues
• Comfort under new/stressful conditions
• To blanket or not to blanket
Object Cues• Transitional objects as object cues
• Expressive/Receptive Language
• Location
• Schedule
Object Schedule
Music & Singing
Music & Singing
• Strong Motivator• Calming• Breaks “language barrier”
• Young children’s brains “wired” to respond to music
• Own simple songs• Traditional children’s songs
• Tapes/CDs• Musical books
Play & Pretend
Play & Pretend
• “Play to learn”
• Motivational/Fun
• Distinguish fact from fiction
• Fosters creativity
• No right or wrong
• Language learning
• Wild Turkey
• Beach Day
• Explorer
Rhymes & Poems
Rhymes & Poems
• Memory aid
• High interest
• Language-builder
• Concept box
• Body parts
• Environmental concepts
• Basic skills
• Device use
Books & Stories
Books & Stories
• Promote literacy
• Shared time for concept learning
• Turn-taking
• Help hold thought of destination
• Use book as part of travel route
• Interactive book ideas
• Use with other strategies
Active Participation
Active Participation
• Hands-on learning• Self-initiated movement/memory for orientation
• Co-acting (hand-under-hand)
• Walking maze research
• Opening/closing doors
• Book: Inside, Outside, Upside Down
Miniatures, Models & Maps
Miniatures, Models & Maps
• Limitations with young children
• “Gestalt” of larger environment
• Understand parts to whole
• Real vs. pretend
• Once Around the Block – Kevin Henkes
• Playground book• How a House is Built
• First maps
Puppets
Puppets
• Visual targets• Tactile experiences
• Hand & finger awareness
• Concepts• VI awareness
• Bright yellow APH duck
• Find the Bear book• Mouse Count book• Birds in a nest• Kartusch book
Group & IndividualActivities
Group & Individual Activities
• Group: socialization; cooperation; leadership
• Individual: rapport; down time; changes; needs
• Interactive games• Movement activities
• “Travel buddies”
Taped Messages
Taped Messages
• Change of pace
• Diffuse power struggles
• Child more in control
• Steps in route
• Hidden objects
• Silly voices
• Child’s voice
Creativity & Novelty
Creativity & Novelty
• Stay fresh as teacher/O&M specialist
• Spark child’s interest
• Hop down hall
• Walk backward
• Change voice
• Silly/unexpected action
Teachable Moments
Teachable Moments
• Ripe for learning
• Greater attention
• What is meaningful to CHILD
• Swinging in swing
• Fingering corner
• Washing hands
• Drinking fountain
• Potty time
Humor
Humor
• Diffuse power struggles
• Add levity
• Discipline
• Self-acceptance
• Brushing teeth
“Real World” Learning
“Real World” Learning
• Concrete learners• No need to try to generalize from artificial situation
• Exploring/counting own fingers
• Counting chairs/other kids
• Shapes of tables• Push/pull doors; open/closed
• Toys away on top/bottom shelf
Natural Travel Routes
Natural Travel Routes
• Functional• Develop skills in “natural environment”
• Play area to high chair for snack
• Center to center in toddler class
• Use of signs/clues/landmarks (audible; tactile; Gingerbread Boy book
Arts & Crafts
Arts & Crafts• Creative expression
• Many mediums for learning
• Sensory experiences
• Tool use
• Play doh
• Natural materials
• Textured materials
Physical Affection
Physical Affection
• When fearful
• “Secure Base”
• Praise
• Trust
• Reflect/validate child’s feelings
• “Hug Zone” when traveling
• Verbal referencing
• Least invasive interactions
Community Experiences
Community Experiences
• Larger world
• Social contacts beyond family
• “Field trips”
• Open the Door Let’s Explore – More book
• Learn ‘n Lunch bunch family outings
• Listening Walk book
• Process experiences
Cooking & Food
Cooking & Food
• Sensory experiences• Concept development• Eating skills• Where things belong• “Process”understanding
• Sequencing for language
• Stirring/measuring
• Pizza face
• Books (Cheerios; M&Ms)
• To Eat is Sweet! book
Tools & Mobility Devices
Tools & Mobility Devices• Developmental match
• Tools: strings; sticks; supports; voice; stool; etc.
• Everyday tools
• Roles of devices
• Walking rope
• Walking stick
• Eating with spoon
• Short to long
• Stationary to moving
• Early devices