Check out My New Video Reviews of Toys that Enhance Language

Posted on February 15, 2008 by admin

I am excited to share my new videos of toys that enhance language. Parents always ask where I “find” these good toys that capture their child’s interest and stir their imagination. They wonder why their child can play so long with one toy and continually come up with  fresh conversation. A good toy or game that enhances language: 

  1. Encourages skills that are age-appropriate so your child is free to explore, discover and create in that environment such as the “Folding Castle Playset” 
  2. Is flexible with many moving parts, compartments, openings and surfaces so your child’s play can change direction and her storyline can continue to evolve through many episodes, such as the “Tree House Playset” by Melissa and Doug.
  3. Provides lots of opportunity for description introducing rich vocabulary which is tied to reading comprehension years later, such as “Freddy the Firefly” by Lamaze.
  4. Is open-ended, meaning your child steps in as the “Director” of play, using the toy to tell his story, not the other way around, when the toy dominates play and your child simply pushes buttons for a response, such as “Rub and Dub, Pirates of the Tub” by Alex toys.

Let me know what you think of the reviews and most importantly, please share any toys, games or books that you have found to be stimulating to your child’s language development and play. Use the comment section and share what has captured the interest of your child. Thanks!

Posted in 3-6 year-olds, Babies, Birth-3 year-olds, Books, Elementary School Age, Preschool, Strategies to Encourange Language Development, Toys | Leave a comment

Dads encourage language development too!

Posted on February 8, 2008 by admin

It is such a treat to be welcomed into homes and ushered into the playroom and see what a child’s world looks like. I have seen rooms filled with so many toys that there is no place to step, and other play areas with just a few thoughtful toys set out that the child can choose from.

The other day, I was at Will’s house and Dad had been on child-care duty the day before. 15 month-old Will proudly ran into the “house” that dad had made with him the day before, layered from 3 cardboard boxes, complete with cut out windows, doors, and shrubs colored on the sides. What a creative dad this little guy has! This was the perfect toy–several moving parts, the ability to move in and out, behind, next to, to pretend and hide. So many times we think as parents we need the “best” house or kitchen set with the most bells and whistles when in reality, the simpler, child and dad-made product wins out. There were no doorbells, switches, buttons or lights to distract Will and he could direct the play without distractions.

Posted in Birth-3 year-olds, Preschool, Strategies to Encourange Language Development, Toys | Leave a comment

Best Questions from New Moms on Baby Language

Posted on February 8, 2008 by admin

I spoke to a group of new moms at Greenwich Hospital yesterday and wanted to share what was on their minds:

1.  Should I talk baby talk to my baby?

      I want to make a clear distinction between “baby talk” which is using babyish  words for things such as “ba ba” for bottle or “blankie” for blanket. No, you shouldn’t talk baby talk and use incorrect words for objects. Use the adult words,  “bottle” and “blanket” or else your child will learn to speak using the incorrect names. Baby talk does NOT refer to the wonderful little sounds that your baby is       making. Those “coo” and “goo” sounds are his attempt to communicate with you and you DO want to answer him. When he says, “la,” then you repeat “la.” Pause a second before repeating what he says. Research actually shows that by pausing, it helps your baby increase his attention span and take in new vocabulary.

2.  My three-month-old doesn’t seem interested in books. What should I do?

When I questioned this mom further she was concerned because her baby looked at mom’s face instead of the book. I say, “Wonderful!” He is getting all that great language along with watching your facial expressions and delight in reading a book. Often times when I read to a baby, they are in a baby seat, so they can look back and forth from me to the book. I also made the point that reading to your baby doesn’t always mean reading all the print from start to finish. If your baby is fascinated with a beautiful illustration of bright contrasting colors, stay on that page and talk about it.

3.  Will my baby benefit from listening to me read out loud the adult book that I am reading or does it have to be a children’s book?

Infants benefit from hearing the “rhythm” of our language when we speak or read to them. A newborn benefits from hearing conversation directed at her as well as  reading. You can read The New York Times or your favorite parenting book out loud and she will be building her language connections. As she approaches around 3 months of age, she will be more interested in hearing the rhythmic, rhyming dialogue in a board book along with watching the bright, contrasting illustrations.

4.  What should I do when my baby seems bored with her toys?                    

      You don’t need a large number of toys for your baby but make sure they have the characteristics of a good language toy (see my article on how to pick a good language toy). Babies are attracted to faces and talk more to faces so make sure you have plenty of critters with eyes to attract her and encourage verbalizing.

5.  My mother and I are speaking some Vietnamese to my son. Is that enough to help him become bilingual?

    I am often asked how much exposure a child needs to a foreign language to  become proficient in that          second language. A foreign language class once a week  is not enough to build the understanding and expression of a second language. In a recent article in the New York Times, February 2, 2008, language specialist  Roberta Golinkoff says, “being immersed in the language and living within it are  what lead to language learning, not 20 minutes of exposure to a limited set of  vocabulary and sentence structures or attendance at a weekly one-hour Spanish  class.” The best way for this mom to help her son be proficient in Vietnamese, is  to continue to have his grandmother speak only Vietnamese and have mom do the  same. I assume his dad will speaking English and he will be exposed to English     everywhere else he goes throughout his day.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Posted in Babies, Bilingual, Birth-3 year-olds, Books, Reading, Strategies to Encourange Language Development, Toys | Leave a comment

Bi-Lingual Toddlers: Encouraging Language Development

Posted on January 27, 2008 by admin

I am continually amazed at the ability of babies and toddlers to absorb a second or third language. I shouldn’t be surprised since I share the facts with parents and best ways to expose their child to a second language. But still–I call it magic! Once again, I was at the home of a 19 month-old who is primarily hearing English, but has the opportunity to hear Spanish from an adult, 2-3 days a week. Little Maddie is raising one hand and saying, “mano,” and raising the other hand and saying, “hand.” She is showing that she knows that two words in different languages can represent the same thing. This knowledge that words actually stand for objects is an early metalinguistic skill, when someone can think and talk “about” language.Maddie was starting to “mix” English and Spanish words in her mini-conversations. This is typical of a child learning two languages and will begin to diminish as she gets fluent in both languages.Typically, children aren’t exposed to two languages equally. In Maddie’s case, she is hearing far more English than Spanish so she is speaking in two-word sentences in English and still using only single words in Spanish. Her Spanish will catch up as she logs more hours hearing it and using it. Maddie is showing an understanding that one adult represents Spanish and her mom represents English. She speaks Spanish to her adult friend and English to her mom. Children are able to separate situations and people by the language that they speak to them and therefore answer appropriately. If you’re exposing your child to a second language at an early age, or considering it, here are some advantages that are listed in the literature:

  • Higher capacity for learning the second language as teens or adults
  • Helps their minds expand linguistically in a way that gives them an educational advantage later
  • Deeper appreciation of language and how it words (metalinguistic skills)
  • Comprehend written language sooner than their peers who speak one language
  • Advantage of knowing 2 cultures and being able to speak to a wider range of people

Posted in Babies, Bilingual, Birth-3 year-olds, Strategies to Encourange Language Development | Leave a comment

Learning Language: A Toddler’s First Words

Posted on January 9, 2008 by admin

Once again, I had a play session with a mom who told me that her child “didn’t have any words yet.” Her little Will was fifteen months old and typically at that age, children should have a few words that they are saying. I always encourage the parents to listen a little closer and usually they identify some words that their toddler is using.

There is a big variance in what children chose to say first. Unfortunately it isn’t usually “Mommy” which would sure make us moms feel really good! But first words are those that are meaningful to the child. One little girl said, “tickle” first because her mom played a tickle game with her that she loved. A little boy who loved his grandpa and visited him often at his car dealership said “car” first. First words are not going to be accurate in terms of their sounds, as a matter of fact they may not sound anything like the word, but for your child they represent that object or person. For example, “da” means more, “g” means dog, and “ish” is fish.

How can you tell if your child is truly saying a word?

A true word:

1. Must have meaning each time it is used. So each time your toddler points to the TV and says “do” for his Elmo DVD, it has the same meaning which can be “I want my Elmo DVD,” or “I want to watch my Elmo DVD.”

2. Shows your child’s intention to communicate. “do” is being used to communicate with you that he wants to see his Elmo DVD.

3. Is used flexibly in different contexts—home, school, or a playmate’s house. So if you are at home or at grandma’s house, your toddler would use “do” to communicate the Elmo DVD because “do” is a true word representing that object no matter where your child is.
4. Is a simple one or two syllable utterance that stands alone, with a pause after it
5. Is used in conversation with people.

6. Is determined by its usefulness in your child’s environment. First words are often objects, people or pets that are integral to your child’s daily activities such as dog, ball, juice, or cracker.

Listen closely and you will start to hear the differences in the utterances your child makes. Sure enough, the longer I played with little Will and his mom, who I referred to earlier, the more little words we heard. He rounded the corner and said “uice” in response to mom asking if he was hungry or wanted juice. When who told him not to go up the stairs he said something resembling “no.” Always reinforce your child’s attempts at words even though they might not sound correct. When he says “da” for cup, simply affirm him with “Yes, you want a CUP,” emphasizing the correct way to say the word he intended. This gives your child the correct model for him to imitate and internalize.

Posted in Birth-3 year-olds, Strategies to Encourange Language Development | Leave a comment

Using Language When You Discipline Your Toddler

Posted on January 9, 2008 by admin

I had a “play on words” session with a mom of a sixteen-month-old today and she asked about discipline. She said she hasn’t changed the volume of her voice yet and mostly “re-directs” her son when he is doing something wrong such as going for the electrical outlets or the fireplace

I told her there is no reason to raise your voice because your tone can send the message. I was recently with a fifteen-month-old and his parents and I was amazed at their consistent and effective discipline with their little boy. When he started to do something dangerous they simply said, “No, sir” in a calm but firm voice. Now, mom is from the South which explains the gentile manners, but her quiet manner was very effective and consistent.

Here are some tips on using language to manage behavior when you have to discipline your toddler:

 

  1. Don’t overuse “no” but save it for issues of safety and disobedience. The word will become less effective if it is overused.

  1. Simply state your child’s name and “no” followed by a simple explanation such as, “Lily, no, the stove is hot.” Or “No, Sam, we don’t touch the fireplace, it burns.” Young children can’t comprehend a long explanation and it is better to have effectively related the concept of “no.” Since their attention span is short, they may go right back to the forbidden object, so you will need to repeat yourself. As your child’s understanding of language develops, she will begin to connect danger or “no” with the simple consequences that you have linked with your use of “no”: outlets—dangerous, fire—hot, stove—burn etc.

  1. Re-direct your child to something safe and interesting to play with. Offer a few choices and then join in her play, letting her decide what toy to play with.

 

 

 

Posted in Birth-3 year-olds, Preschool, Strategies to Encourange Language Development | Leave a comment

Speech and Language Delay in Toddlers

Posted on January 7, 2008 by admin

I often run across parents who are concerned about whether their toddler is delayed in language and should be evaluated. Many times I get calls when a child is around 15 months old. Recently a dad contacted me concerned that his 15-month-old Jack wasn’t saying any words yet.

I am not surprised that parents become alarmed at this age because this is just about when a child typically begins his “vocabulary explosion”. The second half of the second year is when children start to say all those wonderful rich words that they have been storing up in their minds!

Typically a child will say his first word around her first birthday, are saying 6-10 words by around 15 months and by 2 years of age they should have around 50 words and be putting two word together like “my truck” or “blue ball.” I advise parents to wait until about 18 months and if your child is not saying any words, speak to your pediatrician and consider contacting a speech pathologist for an evaluation. A good place to start is your Birth-3 Provider whose number you can get from your pediatrician. I know in the state of Connecticut their evaluation is free so it is helpful to get their professional opinion on your child’s language level. Many components are looked at, not just the number of words your child is saying. They will evaluate what your child understands, gestures, means she is using to communicate etc. If you are looking for a private speech pathologist you can log on to the ASHA (American Speech Hearing Association) website and find a professional in your area.

Do not panic. I see some 18-20 month-olds who look delayed and some indeed need intervention but others just need a “jump start” by giving parents suggestions and strategies on how to talk to their child to encourage language. (offering choices, modeling speech not asking too many questions etc.)

It is always best to go with your intuition. As parents you know your child the best. I am so impressed with the information parents give me, because they know their child. If you feel she is behind and should be checked then pursue it.

 

 

 

 

 

 

 

 

 

Posted in Birth-3 year-olds, Speech and Language Delay | Leave a comment

Typical Language Development for Your Three-Year-Old

Posted on January 5, 2008 by admin

This week I was working with a child turning three soon and the mom asked me what was typical language development for a three-year old?  I shared the following with her.

By 3 years of age your child is likely to:

  • Be around 80% intelligible, still substituting and distorting some later developing consonants such as th, ch, sh, j, f, v, l, s and r
  • Understand about 900 words
  • Understand what it means to do something “later”
  • Listen to a 20 minute story
  • Understand the prepositions “in”, “on” and “under” and will follow directions using those words.
  • Follow a 3 step direction such as, “Get your shoes, put them on and come to the table.”
  • Answer simple “Who?” “Why?” “Where?” and “How Many?” questions
  •  Ask simple questions such as, “What’s that?”
  • Ask lots of questions to gain information as well as your attention!
  • Use “is” as in “The boy is running” and “The ball is blue”.
  • Use 4-5 word sentences, containing a number of grammatical errors
  • Use the pronouns “I, me, you and mine”
  • Describe interesting experiences in his recent past
  • Initiate a conversation starting with, “Hey Mommy or listen Mommy” and give a monologue with details about something interesting to him
  • Use speech to comment, “I can’t find my truck”, as well as express feelings, “I can’t fix it.”

Play is an important vehicle for expanding your child’s language. Take a puppet or “little people” figure and “talk” to the one in your child’s hand. Carry on a pretend conversation using people, animals or little figures. At first your child might not respond, but carry on the conversation yourself and he will eventually enter in. Through your play conversations you will be modeling questions, using prepositions, introducing new vocabulary,  and narrating your play. 

I have posted an article today on strategies for encouraging your three-year-old’s language which should be helpful.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Posted in 3-6 year-olds, Birth-3 year-olds, Books, Reading, Strategies to Encourange Language Development, Toys | Leave a comment

Reading Tips for Toddlers

Posted on December 3, 2007 by admin

Today I had a “play on words” session with a 14 month-old and his mom and dad. I really like it when dads join the session because they ask great, thoughtful questions.

 We were talking about good books with a simple story line, exciting illustrations and flaps to keep a mobile toddler interested. I had shown Maisy Takes a Bath because it goes through the familiar routine of the evening bath. Dad asked if his son could relate his own bathtub to the one in the story. Good question.

It is a little early to make these connections although it is just the right time for Dad to make that link when he is talking about the book. Point to the tub in the book and say, “Hey, Maisy has a big white bathbub like yours. Your tub is upstairs. You even have a duck floating in your tub, just like Maisy. Making book-to-life and life-to book comments links books to your child’s experience and real world and back again.  Soon you might be reading about a duck and your toddler will jump off your lap to retrieve his duck. When he is 3 or 4 years old, he might have an experience at school or visiting the seashore and say, “Hey, that remkinds me of my story book!”

 

 

 

 

 

 

 

Posted in Birth-3 year-olds, Books, Reading, Strategies to Encourange Language Development | Leave a comment

How To Read to Your Baby

Posted on November 27, 2007 by admin

I spoke to a wonderful group of new moms at Greenwich Hospital today, whose babies were between 6 weeks and 3 months. When I asked them if they were reading to their babies, all but one mom (slightly guilt-ridden, but determined to start reading tonight to her baby!) said they were reading books to their babies. Several mentioned Goodnight Moon as being one book that their child maintained interest in. The amazing thing about Goodnight Moon is that is includes all combinations of sounds in the English language so your baby is exposed to a variety of sounds in words.

One mom said her baby likes Fancy Nancy! Not your typical “baby book”, Fancy Nancy is a picture book designed for children from about 3-6 years of age. Fancy Nancy loves everything glittery and feathery and is trying to convince her family, who has quite plain taste, to come over to the fancy side. The fact that this mom’s little two-month-old girl likes listening to an older picture book shows that exposing your baby to good literature can be fruitful. I like my moms to think outside the box. Certainly read bright, board books designed for babies to your child, but try an engaging longer story with exciting illustrations, and see if your baby will sit for part or the entire story. 

Here are some questions that came up today:

·      Is it okay that I am reading Dr. Seuss to my baby when some of the words make no sense and are made up words?

Sure, Dr. Seuss books were originally designed to be used for first readers, using a controlled number of words so a child could master them. The beat, rhythm, rhyme and whimsy in these books attract a child’s attention and surely entertain the adult reading them (which is a factor not to be ignored!).

Reading a few Dr. Seuss books as part of your book repertoire is fine. Children are attracted to silly sounding words like “sneetches” and “Zax”and it shows them that listening and language are fun.

·      How can I read to my baby and hold him at the same time?

·      One mother shared that she reads to her baby every time she nurses him, using her free hand to hold the book. He is hearing the story but not seeing the pictures. Another mom shared that she sits down leaning back on the bed or a support and sits her baby in her lap facing out and looking at the book. I walked in on my son while he was reading to his son, lying on the floor, with the baby belly up on his stomach holding the book in front of his face. Little Will had the advantage of hearing the story from his dad’s mouth as well as through his body! I also offered the suggestion of laying your baby in her seat, sitting in front of her, holding the book, so she can see your face as well as the book as you read. Today some of the babies went back and forth between looking at the pictures on the page and my face as I read Peek-a-Moo by Marie Torres Cimarusti.

·      Sometimes there are only a few words on the page so I just make up a story and don’t read the words. Is that okay?

Absolutely. As long as you are having an enjoyable experience with the book and feeding language to your baby it is beneficial. Certainly over time, babies love the repetition of a few books, giving them security, knowing what comes next. But, your child might like the illustrations on a certain page so you can linger and add more language to that page. Remember, this is to be a loving, positive experience so keep going as long as your child is interested and stop when his interest wanes.

·      My aunt gave my baby some old storybooks that I enjoyed as a child. Is it okay to read her these older stories like “Little Red Riding Hood”?

There is a generational benefit to reading stories that you enjoyed as a child and probably gives great pleasure to aunts and grandparents as they share stories linked to sweet memories of with their own children, now proud parents! This same effect can be seen with reading nursery rhymes. Although I am not a huge fan of some collections which include “cutting off their tail with a carving knife”, Parenting Magazine just did a review of a new collection minus these “creepy” old rhymes that is collected by Iona Ople and illustrated by one of my favorite children’s authors, Rosemary Wells, called Mother Goose’s Little Treasures.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Posted in Babies, Birth-3 year-olds, Books, Preschool Class, Reading, Strategies to Encourange Language Development | Leave a comment