· Web viewAccept any attempt he makes at a word (even if it is just a single sound) and reinforce...
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It is through the offering and signalling of choice that language develops. If a child is asked a ‘closed’ question (i.e. one that only requires a yes/no answer) and not given a choice “Do you want an apple or orange?” they do not learn how words can manipulate and change their environment. Therefore it is important to try to offer choice in as many ways and situations as you can. For example, during mealtimes: “Do you want potatoes or carrots next?” “Do you want egg or cheese in your sandwich?” “Do you want your spoon or fork?” “Do you want more to eat or a drink?” “Do you want orange squash or water?” Try to make one of the choices the desired item (if you know what it is) and label the choices for him/her. At first accept your child pointing to/reaching out for his desired item, but also encourage him to try to “tell you” what he wants. Accept any attempt he makes at a word (even if it is just a single sound) and reinforce the word as you give him the item, e.g. “You wanted juice. Here is the juice”. Use of Choice to Encourage Early Expressive
Transcript of · Web viewAccept any attempt he makes at a word (even if it is just a single sound) and reinforce...
It is through the offering and signalling of choice that language develops. If a child is asked a ‘closed’ question (i.e. one that only requires a yes/no answer) and not given a choice “Do you want an apple or orange?” they do not learn how words can manipulate and change their environment.
Therefore it is important to try to offer choice in as many ways and situations as you can. For example, during mealtimes:
“Do you want potatoes or carrots next?” “Do you want egg or cheese in your sandwich?” “Do you want your spoon or fork?” “Do you want more to eat or a drink?” “Do you want orange squash or water?”
Try to make one of the choices the desired item (if you know what it is) and label the choices for him/her.
At first accept your child pointing to/reaching out for his desired item, but also encourage him to try to “tell you” what he wants. Accept any attempt he makes at a word (even if it is just a single sound) and reinforce the word as you give him the item, e.g. “You wanted juice. Here is the juice”.
If your child makes no effort to signal a choice, you choose for him/her and demonstrate this:
You: “Do you want orange squash or water? (Point to each in turn)Child: No replyYou: (Pass the squash to him/her) “you want the squash?”
“Ok let’s have the squash.” Give to him/her “Can you tell me what you wanted? Squash?”
Child: Makes sound for reply e.g. “Oh”
Use of Choice to Encourage Early Expressive Language
When offering a choice of two (start off with this only) make sure they are both possible choices. (If they are not and the child chooses the one that is not available, they will not be encouraged to try and signal a choice again)
Other daily activities which could involve choice are:
Getting dressed /undressed: “Do you want trousers or socks” “Do you want a jumper or t – shirt” “Shall I take off your socks or shoes” etc.
During play: “Do you want the car or the bus” “Do you want the ball or the train” “Shall we play on the swings or climbing frame”
During the day “Shall we play with toys or go for a walk” (reply toys or walk) “Do you want a drink or a biscuit” “Shall we play outside or in the house”
At bedtime “Shall I wash your face or hands” “Shall I read “Spot” or “3 Little Bears””
The list can be endless.
