No child gets bored with this kaleidoscope of colorful objects, animals and people gathered into categories by theme–getting dressed, visiting the farm, making music, or playing on the beach. Each category in Maisy’s Amazing Big Book of Words is introduced with a full-size picture and flap to invite your preschooler into a world bursting with 300 words that are related by theme. Whether your child is at the stage of pointing to hear you label the picture, naming the illustrations or narrating a little sentence, she will delight in this feast of words, all relating to a little one’s experience.
Take the time to name the pictures, describe them, “the three swimming ducklings,” and talk about how they all belong to a group–things we use on a rainy day, animals in the sea, food in the kitchen, or objects for bath time. Naming the category builds your child’s language as she learns to group words by their use or function. Talk about what we do with the items–“We dry off with a towel,” or “we wash with soap,” or “we float the duck.” Talking about the function of objects, helps your child link concepts and builds language skills.
As parents we can get exasperated when matched with the wit and will of a toddler and sometimes we say things in desperation.
Yesterday I was talking to a dad of a 21 month-old boy, Sam, who refused to stay in his crib and go to sleep for the night. Now I had just been at the house of twin 2 year-old boys who had a fancy “tent” over the crib that was obviously designed for the purpose of keeping the little ones where they belonged at night. But this father was using logic and negotiation with Sam, not realizing, Sam was processing the whole thing and would hold him to it.
Dad was tired of the game of “climbing out of the crib” and finally told Sam that if he stayed in his crib, Dad would take him to the beach the next day. The following morning, the first words out of Sam’s mouth were, “Daddy beach!” As a matter of fact, that is pretty much all Sam said the whole morning. Dad was being held to his word.
So be careful what you say–someone is listening and won’t forget!
Every parent is interested in finding the best preschool for their child. Within my neighboring towns I can think of such a variety of experiences for a preschooler. Some preschools have small classes with one teacher, some have larger classes with 2-3 teachers. Some are highly academic, others stress more play. Some have a curriculum based on nature or the arts, while others are more traditional in their learning units.
Matching your child’s needs with a preschool can be daunting, but I ran across a good article by The National Institute for Early Childhood Research with questions to ask a preschool to evaluate it’s quality: “The Top 10 Pre-K Questions: What Parents Need to Know About High Quality Preschool.” Do we really ask the hard questions of the place we are entrusting our child to? Observations are important so you can see if the school is a good fit for your child. One of the questions asks if the program assesses children for problems and if the staff is equipped to handle children with special needs.
So check out the list and take it along on preschool shopping!
Don’t we all like to talk to someone that is looking at us and not absorbed in some other activity? Well, babies are no different. They love it when we look right at them, repeat what they are saying and give them our full attention.
Research shows that babies prefer faces and talk more to a face–including a doll–like little Caroline who is fascinated with Emily the doll. Make sure your baby toys have bright, distinct faces whether they are a boy, girl, banana or “whoozit.” Recently Lamaze redesigned their plush baby set of animals, “Pupsqueek,” “”Jacques the Peacock,” “Stretch the Giraffe,” and “Mortimer the Moose,” to name a few, so their eyes and facial features are bigger for baby to see and react to.
Hold the toy in front of your baby and talk for it. Engage in a dialogue with your baby, pausing for her to fill in with her coos and goos. You are having your first conversations! Be sure to pause after her little sounds and then imitate what she said. Research was done that looked at 5 month-old babies when parents paused before repeating their child’s sounds. The frequency with which mothers responded to their babies’ attempts to engage them, correlated strongly with the baby’s attention span, ability at symbolic play and understanding or words several months later.
Every time you have a conversation with your baby, you are encouraging language development. Babies are hard-wired to learn language, but they need to hear it to begin making their scientific analysis of it and eventually speak in words. You are their first and best teacher!
Last week I was playing with a little boy in his basement playroom. In a house of three preschool boys, this was clearly the room to move in. It had several kid-sized vehicles lined up against the wall, and smaller trucks, helicopters, fire engines and cars ready for play.
I asked Mom, “Where are the people?” She replied that the little people were upstairs with other sets of toys. I suggested she bring some back downstairs!
Always have play people or animals available to join the pretend play. When you have people, you encourage dialogue and language skills are strengthened. Pick up a little person yourself and start up a conversation with one that your child is holding. Ask an open-ended question like, “I wonder where we should go?” and let your child take off with the direction of play. Remember to to be the producer not the director of your child’s play. You set up the beginning props and watch their imagination take over the theme of play. Follow their lead and they will gain more from pretend play.
Think about props that could be added to a play scheme that your child enjoys. If he likes to ride vehicles, add a cardboard box with a string attached so he can fill his car with gas from the pretend pump. No need to buy every toy–a cardboard box can represent many things. Invite him to make the gas pump with you and decorate it with markers, adding numbers on the outside.
One of the perks of having a website is the interesting people that I meet, responding to something that I have written.
Last week I posted an article on “Cool Picks for Hot Summer Reading–Building Language and Literacy.” I shared new children’s picture books that encourage language and vocabulary development. After each review, I gave tips on how to build pre-emergent literary skills (those skills that precede the ability to read).
One of the books that I discovered and reviewed was the Pout-Pout Fish by first-time author, Deborah Diesen and illustrated by Dan Hanna. Read this story in rhyme to your child and the beat just goes on in your head. Today I read it to a 5 year-old and he pointed to the repeated “Blub, Bluuub, Bluuuuub,” read it out loud and told his mom he was a real reader! Check out my tips to build language and literacy in the above article.
Anyways, yesterday I got a letter in the mail from the author, Deborah Diesen, thanking me for my article and giving me a little bit of her story. It is important for our children to have models. Go to Deborah’s website and see her story of writing, revising, and trying again until she got her first book published. Share it with your child how a “professional” writer sets aside time to write and goes back to a story and makes another draft. These are all things that your child is learning to do in school.
Also, Deborah’s website has a “Kids Click Here” which takes you to several free downloads related to the book as well as lists of other rhyming books. Take a look and introduce your child to an author.
In response to my post on Dr. Seuss, I got a note with some interesting facts for Dr. Seuss lovers.
Do you know what book of his was the result of a bet with his publisher that he couldn’t write a book using just 50 different words? By the way, it was a $50 bet!
Dr. Seuss met the challenge and created Sam to repeatedly ask where you could possibly eat Green Eggs and Ham? Check out this video from Barnes & Noble Studio with the story.
This would be an interesting exercise to try with your child–creating a story or poem with a limited vocabulary, say 30, 40 or 50 words. Draw up a list and see if you can do it together.
Around 2 years of age, your child is transitioning from using gestures, grunts, crying and whining to get what he wants. Now that he is 2, he should have around 50 words and be putting 2 words together like “me go” or “more doh.” Somehow one and two-word sentences don’t feel like enough to him and the whining starts. I work with a little boy who had become accustomed to yelling “Ma ma ma”whenever he wanted something. After several sessions and modeling for mom, he knows that I won’t respond to that kind of talk and that he has to talk quietly and use his words to let me in on what he wants. Here are some tips to curb whining and yelling and encourage using language to make his needs known:
- Model quiet, calm talking to your child and label it as using a “good talking” or “using your words.” Try to be positive and not focus on “Stop whining” but rather “I like it when you use your words.”
- Play a game taking turns, whether it is adding to a play-doh creation , painting or turning the pages in a book. As you take your turn or make your requests, you model the right way to ask for something.
- Ignore the whining or yelling. This is hard but if you are consistent your child will get the message that he won’t get the Popsicle, mom’s attention, or someone to go outside with him if he whines.
- When he whines, calmly model an appropriate way to say it such as “More paint” and continue modeling it until he imitates you. Then reward him with the paint.
It is hard work to be consistent but you will be rewarded with less whining and more communication.
I love my local library and tend to visit the children’s section about once and week. I check out the new books section to see what is hot off the press and then my other strategy is to peruse the books that are opened up on top of the stacks, presumably selected by the librarians for their interest.
Last week Dr. Seuss’ Hooray for Diffendoofer Day! caught my eye in the display on top of the stacks. I brought it home and read it to a second grade girl who had been studying poetry. I thought it would loosen up her image of a poem! We both laughed our way through this clever, hilarious book.
The kids in Dinkerville go to the Diffendoofer School and have a wonderful assortment of teachers who teach listening, laughing, smelling and yelling. Mr.Lowe, the principal is faced with quite a dilemma–they have to pass a special test to see which school is the best. If they don’t do well, the kids will have to go to the dreaded Flobbertown, where everyone does everything the same. Who knew standardized tests were a problem back in 1998 when this book was published!
An added feature of this book is the story behind it. The last pages are devoted to the drawings and text notes found after Dr. Seuss’ death that were the beginnings of this story. His editor enlisted author Jack Prelutsky and an illustrator to “finish” Dr. Seuss’ story and they did a magnificent job. Seeing Dr. Seuss’ initial lists of possible names for the school and pictures developing characters, shows children that even a master story teller brainstorms, revises, and edits his work.
I won’t give away the end of the story but check this book out if you want to giggle and have some fun with language. Kids need to know that playing with language can make you laugh.
I just returned from a house of twins that I work with. Mom casually said to me, “Oh, I did what you said and it worked!” Of course I had to be reminded what I had told her.
Last visit, Mom had told me that Max, her 2 1/2 year-old “laid back” twin was in a stage of wanting to everything himself–even when he couldn’t do it!! Apparently he was trying unsuccessfully to get his shirt off, was stuck, she tried to help and he started having a tantrum. There was no way he was going to get his shirt off by himself or accept help. Sounds funny imagining him stuck in his shirt unless you are his mom.
I suggested that she introduce the idea of “taking turns.” Max could take a turn trying to “do it himself” and then it was mom’s turn to help. She carried over the concept to playtime when the twins were arguing about playing with the same toy. Max gets a turn with the toy and then Matt gets a turn. Many times when you are explaining situations like this, using language, kids stop fighting, protesting or whining because they have to listen to you and process what you are saying.
Model taking turns throughout your day. You might be stirring up some brownies or weeding the garden. Stop and say, “Your turn” and hand the spoon or shovel to your child and then take it back, labeling “my turn.”
Life is full of give and take and kids need to learn this valuable lesson lest they think they are in charge all the time!