Lindgren Child Care Center Early Childhood Professionals Conference Sarah Smits-Bandstra, Ph.D....

Lindgren Child Care CenterEarly Childhood

Professionals Conference

Sarah Smits-Bandstra, Ph.D. CCC-SLP

Communication Sciences and Disorders

St Cloud State University

Session IV (2:00 – 3:45pm)

Jan 7, 2012

Immersing Children in Language

Agenda1. Prevention

2. Intervention

1. Enrichment

Prevention Knowledge of Milestones is critical

We all know motor milestones

We are less familiar with speaking milestones

MOTOR QUIZ Rolling over around _______ months

Sitting up at _________ months

Walking at ______ months

First teeth at _______ months

Toilet trained by __________ years

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.

SPEECH AND LANGUAGE MILESTONES

Pick at Brochure from the front

Write below something surprising that you learned.

Key is to identify children early and refer them early.

Brain is most able to make significant changes in the first 5 years.

Prevention

What do you do if there is a problem?

Roosevelt Early Childhood Center3015 3rd Street NSt. Cloud, MN 56303Early Childhood Services:Phone: (320) 253-5828Fax: (320) 529-4320Assessment: (320) 252-0415E-mail: [email protected] Entrance: Door #2


Speech-Languageand Hearing Clinic103 Brown Hall720 Fourth Avenue SouthSt. Cloud, MN 56301-4498320-308-2092320-308-6441 [email protected]/csd/clinic/


Benton Sterns Education DistrictEarly Intervention Services517 Second Street South | P.O. Box 299Sartell, Minnesota 56377320-252-8427

Help Me Grow at 1-866-693-4769

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!

Intervention

Assess the child’s conversation type

•Initiator

•Responder

•Passive

•Own Agenda

Intervention

Assess YOUR usual role

•Cheerleader•Director•Helper•Timekeeper•Entertainer•Quiet•Responsive Partner

When the roles don’t match

The Responsive Partner

Observe Wait Listen

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 child’s actions, sounds and words to show you are interested.

OWL Practice

1. Get into pairs2. One of you be the child, of you the

caregiver3. Child play with your toy as per

instructions4. Caregiver teach your child language as

per instructions

OWL Practice

1. Get into pairs2. One of you be the child, of you the

caregiver3. Child play with your toy4. Caregiver OWL

Comments Comments instead of questions

Dinosaurs Roleplay

Ideas: Expectant lookNoise (hmm, ohh?)What now? Or Now what?Tell me more…

Model at child’s level Model at child’s 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)

What would the child say?

No, help, moreDon’t!, Stop it!I don’t like thatCan I play? Can I have a turn?Pee or Poop (potty)I am eatingI am fastI like it

Shocking Realization!

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

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……………………..……mmme.g., Listen! Mommy’s coming…… Listen!

Engaging the delayed child

Will play inappropriate rolesMay interact with teachers not peersWill not be invited by peersWill not “instinctively” be social and interact

with othersNeed to be paired with SOCIAL child,

interactions need to be planned and facilitated as regular part of routines


1. Step in –

2. Set up –

3. Fade out -


Redirect comments/questions to peers

Second Language Learners

Same problems as delayed child with peers

Second Language Learners

HANEN

WWW.HANEN.ORG

Especially for child-care providers

LEARNING LANGUAGE AND LOVING IT. ABC and Beyond

Lindgren Child Care Center Early Childhood Professionals Conference Sarah Smits-Bandstra, Ph.D....

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