When working with families I often use the phrase, provide the opportunity.
What I mean by that is provide the opportunity to engage or read a book or take a walk. The more opportunities your child has to practice his skills, the more likely he will be to reach his goals. Parents and caregivers are providing learning opportunities all of the time without even thinking about it. We have age appropriate toys and activities within reach in our home environments. Those who travel, make sure that their children have items to entertain them along the way. Trips to science centers, museums, theaters, and parks of all kinds provide great opportunities for kids to learn about the world around them.
Sometimes providing learning opportunities at home can be a challenge for parents and caregivers even though we have homes full of toys and activities. In order to focus on a child’s specific language or engagement goals, we often need to model play behaviors.
As children play, they learn through repetition and social engagement. They learn when they can observe others and also problem-solve themselves. When our children learn within their daily routines and natural environments, it is typically incidental in nature. Meaning that they are not formally being taught. They learn to use the same language and engage with items in the same way that you do because they are observing and are imitating your behaviors.
When children are not imitating language or playing with toys as intended we, as teachers, therapists, and parents, find ways to provide more opportunities throughout their day to observe and practice these skills.
So how do we provide the opportunity for children to learn?
Use everyday routines as learning times. Repetition is key! Every time you engage in routines throughout your day, use language that is at your child’s level. If you are working on single words then use simple language to encourage imitation.
- Mealtimes: Label the foods that you are preparing. Talk about the utensils that you are using. “Big spoon, small bowl, two plates” Your child may not be imitating what you are saying yet, but they are listening!
- Bath times: Label the items that you use at bath time as you play with them or use them. Talk about body parts as you wash. Encourage your child to point to a body part and then you wash and name it.
- Bedtime: Provide a bedtime routine and create learning opportunities within them. Many times children enjoy reading the same stories every night. That’s fine! Repetition is great for learning. Read books with simple or repeating rhymes (Brown Bear, Brown Bear). When you have read these books for many nights/weeks in a row, try pausing on a word that your child may know or has verbalized in the past to see if he will “fill in the blank”.
- Transitions! So here’s the most challenging for many families. Let’s try to look at transitions as a great opportunity for learning instead of a painful challenge. Use visuals and provide choices for transitions. This provides lots of opportunities to label items and gives children that element of control (without having complete control). Transition between environments by providing a choice of movement. Do we hop or march to the table? Model for your child. Ok, you may feel silly hopping or marching around your home if your child doesn’t imitate you the first 50 times but continue.
*Ask your therapist for tips on transitions that may be helpful for your child!*
You are providing the opportunity for your child to hear you and see you.
You are providing models of what you want your child to say and do.
I d
on’t know if I can do this!
Repeating phrases, labeling, and modeling a request throughout your day may seem exhausting.
Sometimes we as the adults feel as if this is just not working. It’s difficult to continue to model great language and engaging play when we don’t get reinforced by our children. The way adults get reinforced by children is when they repeat us or imitate our words or play. When children initiate play by bringing you a toy, you get reinforced because they are being social. It can be reinforcing when your child hands you a puzzle piece because he is engaging in joint attention or social play. With continued efforts, you will reach these goals. Continue to reach out to your child’s teachers and therapists for further strategies.
It doesn’t happen overnight! Keep it up! Your child is listening and observing all of your efforts to communicate and play.
Repeat this to yourself: I am (child’s name)’s parent but also his/her first teacher. (S)he is listening to me and watching me even when it appears that (s)he is busy with something else. I will continue to say what I want my child to say and do what I want my child to do.
Okay, so maybe you think that was a strange thing to do, but too many times I feel that parents don’t value their worth. Parents have great influence on their children. My goal is to guide you through the process, showing you that you can be a great teacher for your child!
So we’ve discussed providing learning opportunities within daily routines . . .
What else?
Here’s where it can get really fun!
For Sensory Play: Check out the following links for hands-on play tasks:
bean bin play
play dough match
pumpkin play
For Communication and Social Engagement: Check out these links:
elf on a shelf fun
pretend play with tea set
my favorite toys
Sing your favorite songs and engage in some fingerplays. Encourage your child to imitate your hand gestures.
Make some music with your instruments or make your own by placing some dry pasta in plastic eggs.
Remember that you are doing a great job of providing models no matter what you are engaging with.
- Sit on the floor with your child.
- Get your hands messy!
- Explore books with textures.
- Make animal and vehicle sounds.
- Play music, dance and sing!
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