How Many Words Does Your Child Say?

April 9, 2015

When you take your toddler to a well-child check-up at the pediatrician s/he will certainly ask you how many words your child says. The developmental milestone that they are looking at is your child’s spontaneous use of words. These are words your child says not in imitation. If your child points to a dog and says “dog,” that is spontaneous. If you ask your child, “What’s that?” and he says “ball,” that is spontaneous. If your child repeats a word s/he overhears or says a word when you tell him or her to say it, then it’s imitated.

The most accurate way to keep a count of your child’s spontaneous words is to maintain a written list and add to it every time you hear a new word. The chart below can be printed and used to track your child’s early word acquisition. If your child reaches 50 words that s/he uses spontaneously before his or her second birthday, you can stop counting. Children should have a minimum of 50 words in their vocabulary by their second birthday. If your child does not have 50 words by age 2, you should seek a speech-language evaluation from a speech-language pathologist or a developmental evaluation through your state’s early intervention program.

Toddler Word Chart

 


Car Talk

June 4, 2013

With the summer upon us, many families will be traveling, yielding potentially many hours in a car or on a plane during which you will need to occupy your child. Below are a few ideas for entertaining your child, and at the same time, fostering his language development.

Play category games. These games help your child to better organize the meanings of words and how words relate to each other in his mind. They are also helpful for working on turn taking. Here are some ideas of categories in which you can take turns naming members.

  • colors
  • vehicles
  • foods
  • fruits
  • vegetables
  • clothes
  • Disney characters
  • super heroes
  • things with wheels (You can talk about how this is not necessarily the same as vehicles. Boats are vehicles without wheels. Suitcases can have wheels but aren’t vehicles.)

You can make the games slightly more complex by adding an extra feature to the category.

  • foods that are green
  • Disney characters that aren’t people
  • vehicles that don’t go on land

For kids who are a little older, you can make the task harder by making it an alphabet game. Take turns naming category members beginning with each letter of the alphabet. For example, if the category were foods, the first person could say “apple,” the second person could say “bagel,” and so on.

For preschoolers on up, you can take turns trying to come up with as many words as you can think of that start with a particular letter. For young children who aren’t yet reading and spelling, this requires the use of phonics (letter-sound associations) and phonological skills. For example, if the letter is M, your child has to recognize that M says /m/ and then think of words that begin with that sound. If your child is in speech therapy and is working on saying a particular sound correctly, this can be a great carryover activity.

There are also plenty of free printable games available on the web that are perfect for the car. Travel bingo and backseat scavenger hunts, in which your child looks out the window to find specific things, utilize attention and memory skills. This vehicle graphing activity is an easy way to work on early math skills. Once the graph is completed, you can talk about quantity concepts like more, less, most, and least.

As you can see, none of these games require you to bring a lot of extra stuff on your trip, but they can help fill what seem like endless hours in the car. What games do you and your family like to play in the car? Leave a comment to let us know!

backseat kid


Picture It

April 29, 2013

If your child is like most, she loves to see herself in pictures. Why not take advantage of this and use it as an opportunity to help develop her language skills? Of course, sources for pictures to look at and work with are numerous. You may have them tucked neatly into a baby book or scrapbook, or perhaps, they’re all uploaded to Facebook. You may have them accessible on a tablet, in which case your child can touch and scroll through them herself. Wherever they are, and however you choose to share them with your child, there are plenty of skills you can target through this simple activity.

  • Pointing – You can work on the actual act of using the index finger to point to things. This does not come naturally to some children, especially those with language delays. Simply model pointing yourself as you name what you are pointing out.
  • Referring to self – As your child points to pictures of herself, encourage her to use words like I and me, as well as her name. “There I am,” or, “It’s me.”
  • Combining words – You can model this for your child by describing a picture in two to three words. “Suzy’s hat,” or, “Johnny in wagon.”
  • Using verbs – Often, children who are language delayed develop a large vocabulary of nouns to label things, but they are short on verbs to describe actions. You can ask your child what she was doing in the picture. If she has trouble coming up with a sentence with a verb, you can model a sentence like, “Jenny was dancing,” or, “Kelly was swimming in the pool.”

If you’re really ambitious, you can take current pictures of your child and create an album or slideshow of her doing specific activities, wearing specific items of clothing, or holding specific objects you might want to talk about. For example, you might take pictures of her playing dress up and then talk about a silly hat or big sunglasses. Or, you can take pictures of her throwing and kicking a ball and then talk about those verbs. The possibilities are truly endless.

How has talking about pictures of himself or herself helped your child?

Toddler with sunglasses


Learning Language Through Natural Routines: A Walk in the Neighborhood

April 15, 2013

Now that spring is here, it’s a great time to go on an outside adventure with your child. Point to and label everything you see, feel, and hear, as you take a walk through the neighborhood. Below are some ideas that will help to build your child’s vocabulary. These activities are appropriate for young children with and without language delays.

toddler walking

  • Encourage your child to look for animals that are different sizes. This will help him learn the concepts big and little
  • If you hear a plane, point it out to your child, and say, “I see the plane. I hear the plane.” Encourage your child to repeat the word plane.
  • Talk about the weather: “It feels hot today, ” or “I see a lot of clouds in the sky. Maybe it’s going to rain.”
  • Help your child understand and respond to questions that begin with where. Ask, “Where is the red car?’ or, “Where is the stop sign?” If your child does not respond, you can point out the object, and say, “There it is.” If he points correctly, you can say, “Yes, it’s straight ahead,” or “Yes, it’s in the driveway.”
  • Talk about the words fast and slow. You might comment, “That car is going fast.” Ask your child to run fast or walk slowly.
  • Help your child understand the preposition over by asking him to jump over the cracks in the sidewalk.

Remember, young children need to hear literally several thousand words per day in order to become proficient communicators. By commenting on the things you and your child see, even if you don’t ask your child to say anything in response, your are providing good language input.

What other words and concepts can you think of to talk about as you take a walk with your child? Leave a comment with your thoughts.

 


Learning Language through Natural Routines: Brushing Teeth

March 5, 2013

What’s more routine than something you do with your child at least once a day? In this article, you’ll find a few strategies to support language development while brushing your child’s teeth.

Pre-linguistic/Play Skills – Your child will use objects in appropriate play or self-care.

At toothbrushing time, bring a doll or stuffed animal into the bathroom. Let your child watch you pretend to brush the doll’s teeth. Then give the toothbrush to your child and see if he will pretend to brush the doll’s teeth. You can prompt by saying, “You brush baby’s teeth.” If he doesn’t respond to the verbal prompt, you can provide hand-over-hand assistance.

Receptive Language – Your child will follow two-step related commands.

At the beginning of the routine, give your child the instruction, “Get the toothpaste and open it.” If he is not able to follow the two-step command, give one part at at time. Tell your child to, “Get the toothpaste.” After he has completed that part, tell your child to, “Open the toothpaste.”  As always, you can provide a physical prompt by providing hand-over-hand assistance, if needed. Another two-step command you can give your child during this routine is, “Close the toothpaste and put it away.”

Expressive Language – Your child will use word combinations.

(This task assumes that your child already regularly uses single words without prompting.)

Allow your child the chance to brush his teeth either before or after you do it. Ask, “Whose turn is it first?” You are looking for a phrase like, “My turn,” “Daddy do,” or some other two-word combination appropriate to the situation. If your child responds with only one word, model a two-word phrase for him to repeat. If you need to use the words me or my when modeling the phrase to refer to your child, be sure to point to your child as you say it, so he will not think you are correcting whose turn it is. After the first person has had a turn, ask, “Now whose turn is it?” Model the desired phrase as needed.Toothbrushing

By adding any of these strategies to your toothbrushing routine, you’ll give your child extra practice with his developing language without having to invest a lot of extra time. The next article in this series will give you suggestions to foster language development during walks around your neighborhood.


Learning Language through Natural Routines: Cleaning Up Toys

February 21, 2013

In this, the third article in my series about teaching language to children through everyday activities, you will find some simple ways to enhance your child’s language development through the routine of cleaning up toys.

Pre-linguistic/Play Skills – Your child will sort objects.

Start by having your child sort two different types of toys (ex: cars and blocks). Provide a bin for each type of toy with a picture of the toy on the outside.  Model the activity by picking up a toy and saying, “It’s a block. I’ll put it in the box with the blocks.” Then have your child pick up an object, tell her what it is, and ask her to put the toy in the correct box. Continue taking turns a few times. Once your child can complete the task accurately, have her finish on her own.

You can make the task harder by increasing the number of toys to be sorted.

Bonus: If you label several toy bins with pictures, your child may be able to clean up on her own after playtime.

Toy Bins with Pictures for Sorting

Receptive Language – Your child will put away toys on request.

Cleaning up is the natural end to playtime. Tell your child it’s time to put away the toys. (If you keep your toys sorted and you have worked on this with your child, she should sort the toys into the appropriate bins. If all of the toys go in one big box or basket, she can put them all in there.) Wait for her to start putting away the toys on her own. If she does not, repeat the direction. You can model by putting away one toy yourself. If that doesn’t work, you can further prompt by physically assisting her to pick up a toy and drop it into the container. By consistently requiring that your child clean up after playtime, eventually less prompting will be necessary, until all you will need to say is “Clean up.”

You can also help the routine along by singing the Clean Up Song: “Clean up, clean up, everybody everywhere. Clean up, clean up, everybody do your share.”

Many children will actually start to sing the song to themselves as they engage in their clean up routine.

Expressive Language – Your child will use two-word combinations

As you and your child are cleaning up, model a two-word phrase to narrate what’s happening as you place each item in its container (car in; block in). Encourage your child to imitate. Once she starts to imitate after each toy, pause and wait with an expectant look on your face for her to say the phrase on her own.

I hope you can see that you can aid in your child’s language development by making minor tweaks to the things you and your child do each day. Look for my next article in this series where I will give you tips on how you can help your child’s play skills and receptive and expressive language during daily tooth brushing.


Learning Language through Natural Routines: Playing on the Playground

February 7, 2013

The is the second article in my series about teaching language to children through everyday activities. Children learn language best when it is in context and repeated often. The following activities provide plenty of opportunities for repetition.

Pre-linguistic/Play Skills – Your child will engage in turn taking routines.

Stand a few feet away from your child. If your child is not yet able to kick a ball, you can sit with him on a blanket on the ground with a short distance between you. Kick or roll the ball toward your child. Each time one of you touches the ball, say, “ball.” If he doesn’t kick or roll it back to you, you can prompt by saying, “Your turn,” or, “Kick the ball to me.” Play the game for as long as your child is willing, and then try to get just one more turn out of him. This will help with increasing his attention span.

This is also a great activity to involve older siblings. You can have the older child model the activity so the younger child sees what to do, or you can encourage the older child to play the game with his/her younger sibling, and you can assist and prompt as needed.

Receptive Language – Your child will understand the prepositions up and down.

If your child is able to go up and down small stairs without assistance, place him on the middle step of an age-appropriate play structure. Give your child directions that use the prepositions like “Go up the steps,” or, “Go down the steps.” Be sure to emphasize the preposition as you give the direction. If your child is unable to complete the task, you can prompt by pointing where you want him to go as you repeat the direction. You can also physically assist him to go up or down as you repeat the direction.

The play structure can also be used to expose your child to these words in context without expecting him to carry out an instruction. You can narrate what your child is doing, emphasizing the prepositions. Examples: “You’re going up the steps.” “Now you’re going down the slide.”

Toddler on slide

Expressive Language – Your child will use a word to request an action.

Place your child in the swing, but do not begin pushing him. Wait to see if he will use a word like “go” or “push” to request that you start. If he doesn’t say anything, you can ask, “What do you want?” You can also model the word for your child to imitate. Once your child makes a request and you start pushing, stop the swing after a minute, and wait for another request.

If your child is working on using signs (and is in an infant/toddler swing, rather than one that requires him to hold on with two hands), you can encourage the use of signs (please, more) to make requests.