activities week 1 - med-elthis little piggy went to market. this little piggy went to market. this...
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Diary Activities week 1
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Two sets of associated toys:
Set 1: Doll, Spoon, Cup, ClothBib, Bed, Cover, Bottle
Set 2:Toy cars or trainToy peopleSmall cardboard box or stacking cup (representing a house)
Containers (in which to place these sets of toys)Containers may be gift wrapped, or better still, have a simple large picture on them to cue the child to what is inside e.g., a picture of a doll being fed with a spoon from a cup OR a car with a person inside. Containers should be easily opened.
Suprise boxes: •Trytogetthechildinterestedinacontainerbeforeopeningit.Youmaybringit
out from under a cloth, shake it and listen to the sound or bang on it.•Trytodrawthechild’sattentiontothepictureonthecontainer,talkabout it
very briefly. •‘Peek’insidethecontainerandencouragethechildtolookinside.•Allowthechildtoopenthecontainerandtakeoutwhatheorshewants.•Allowthechildtofreelyhandletheitems.•Followthechild’sinterest,talkaboutwhatthechildisdoing.Atopportunemo-
ments, try to model appropriate play, for example, feeding the doll or wiping the doll’smouth.
•Focusonfacilitatingthechild’splay,playingasthechildwantstoplay.•Rewardthechildforinteractingwithyoubyresponding–thisinteractionmay
simply be a look or a vocalization combined with a gesture indicating that she wants something.
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1
Diary Activities®
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
A collection of toys/objects that make a noise:Plastic duckToy dog that barks when squeezedBall that makes a sound when shakenToy that plays musicWooden spoons for banging together
Long stocking to hide toys in (tied at open end)
Cloth for wrapping up toys
Play with noise making toys: •Drawthechild’sattentiontothestuffedsock.•Letthechildhandleit.•Encouragethechildtopullthetietoopenoneend.Peekinside.•Encouragethechildtopullanobjectout.•Encourage the child toexplore theobject. Show the childhow tomake the
objectmakeasound.•Listentothesoundfromquiet.•Makeasimilarsoundwithyourvoice.Haveafewpropsreadytodosomething
with the toy, e.g. a bowl and water to make the duck swim, or a bucket to throw the ball in.
•Trytosustainthechild’sattentionbyhidingtheobjectandthenfindingitagain,e.g.insidethechild’sjacketorpocketorhideitunderacloth.
•Whenthechildgetsboredencouragehimtopullanotherobjectoutofthesock.•Youcouldfinishtheactivitybyencouragingthechildtopushtheobjectsback
into the sock and then pick up the sock and put it away together on a shelf or in a cupboard.
week 2
2
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
ClothCloth shoe bagFinger puppetsSmall ball/sPlastic stacking cups
1. Peek a boo: •Putaclothoveryourhead.•Encouragethechildorhelpertopulltheclothoff.Pullafunnyface,laughandsay,
‘peekaboo!’•Encouragethechildtotakeaturn.Beforepullingtheclothoffthechild’shead
saysomethingfirstwhichcanberepeatedeachtimeyoudothisaction,e.g.,‘I’mgoingtofindyou!’
2. Finger puppets: •Withoutthechildseeingputafingerpuppeton.•Hideyourhandinabag.•Encouragethechildtopullthebagoff,playatsnatchingyourhandaway.•Wigglethefingerwiththepuppetonit,playatticklingthechildwithit.•Allowthechildtoexaminethepuppet,pullitoffandtryiton.•Sustaininterestbyhavingthepuppetdothingslikerollingaballalong.•Letthefingerpuppet‘talk’tothechildormakearepetitivesoundeffect.•Changepuppetsbeforethechildgetsbored.
3. Balancing stacking cup on head:•Drawthechild’sattentiontoyourfacebybalancinganobjectonyourhead-
waggleyourheadandmaketheobjectfall–catchit.Ifthechildallows,changeroles.
•Trytorepeatthisplayroutineafewtimessayingsimilarthingseachtime.
week 3
2 3
Diary Activities®
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0
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Plastic laundry basket
Washing line (string strung between two table legs)
Pegs in peg bag
Some clothing items belonging to the child or sibling
Acupboardordrawerforputtingclothesaway
Play at hanging and putting away washing:•Togainthechild’sattentionandmotivatehimtoplay,inthechild’sabsence,hang
some familiar items of clothing on an improvized washing line, leaving some in a washing basket with a peg bag and pegs.
•Follow thechild’s interest. If thechild goesfirst to thewashing lineandpullslaundry off, try to develop this action by encouraging the child to squeeze the peg to release the clothing item, put the pegs back in the bag and maybe fold the item.
•Trytotalkaboutwhatthechildisdoingandthinking.If,whileplacingapeginthe bag the child tips out all the pegs, the adult should try to play and talk about fillingandemptyingpegs.
•Workonfollowingthechildasopposedtotryingto‘teach’thechildor‘direct’her actions.
Additional activities: •Folding and putting away clothing items, hanging clothes, playing with pegs,
attaching them to each other to make a chain, trying on some items, sitting in thelaundrybasket,beingpushedaroundinthebasketpretendingit’sacarandputtingthebasketoverthechild’sheadandsaying,‘peek-a-boo!’
•Aswellasplaying‘pretend’laundryinaplaysession,thechildwillreallybenefitfrom conversing with the parent while being involved in washing activities at home on a regular basis
•Childandparentcanloadthemachineandputindetergentstogether;thechildcan pass pegs to the parent as she hangs washing. The parent and child can sort and put away clean laundry.
week 4
4
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Toy props associated with chosen rhymes:
For Two Little Dickey BirdsAtoybird
Before singing, parent and child could look at and feed real birds or a bird in a cage.
For This Little PiggyAcardboard/clothbookpicturingtherhyme
Rhymes and finger play:Two little dickey birds
Two little dickey birds sitting on a wallOne named Peter one named Paul
Fly away PeterFly away Paul
Come back PeterCome back Paul
This rhyme can be introduced by playing with 2 toy birds, making them fly, pretendingtofeedthem,orusingindexfingerstorepresentbirds.
Suggestions for other rhymes:Round and round the garden.Round and round the garden
Like a teddy bear.One step, two step,
Tickle you under there.
This little Piggy went to market.This little piggy went to market.This little piggy stayed at home.This little piggy has roast beef,
This little piggy had none.And this little piggy cried “Wee! Wee! Wee!” all the way home.
Trytoassociateatoyorapicturewitheachrhymeyousay.Itisbettertohaveasmall repertoire of rhymes that you say often than keep introducing new ones. This is so that the child can become familiar with certain rhymes.
week 5
4 5
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Cardboard boxes of various sizes, with one end open, covered in wrapping paper
Big ball
Play with cardboard boxes: •Showthechildthebiggestbox(withotherboxesinside).•Openthelidandpeekinside.•Quicklycloseitagain–thisshouldencouragethechildtowanttopeekinside.•Allowthechildtotryandpulltheotherboxesout.Youcanpretenditisdifficult
topulltheotherboxesout,youmayaskforhelp.Ifthechilddoesn’tknowwhatto do you may model some activities.
Additional Activities:•Carrylarge(light)boxesaround.•Crosstheroomandaskthechildtobringyouabox.•Sustainthechild’sinterestbyputtingsomethinginsideabox.•Boxescanbeplacedontopofeachotherorinsideofeachother.•Build a tower together and then knock it downwith a ball or by pushing it.
Usually infants will not be able to wait for a tower to be built and will start knocking it down immediately, the adult should not get exasperated.
•Anitemcanbehiddenunderaboxinthechild’svisionandthenyoucanplayatfindingit.
•Thechildmayenjoysittinginaboxandbeingpushedaroundinit.•Makecarsoundnoisesasyoudopushthechildaroundandencouragethechild
tosay,‘beep-beep’andsteerapretendsteeringwheel.
week 6
6
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Bottom kitchen drawer (filled with ‘safe’ items forchild to handle):
Small saucepans with lidsWooden spoonsPlastic measuring cupsMetal spoonsPlastic collander
Making different sounds with kitchen utensils: •Encouragethechildtoexploreitemsinthedrawer.•Followthechild’sinterestandplaythewaythechildwantstoplay.•Iftheopportunityarises,theadultmayshowthechildhowtoputfoodinapan,
stir it and put the lid on, etc.•If thechildmakesasoundwith theutensils theadult shoulddrawthechild’s
attention to it and show her how to make some different sounds, e.g., banging saucepan lids together like cymbals, scraping the handle of a wooden spoon alongcollandar,shakingplasticmeasuringcupswithteaspooninside.Encouragethe child to take turns at playing several different things.
•Listenwhilethechildplays–indicatewhetherthesoundisloudorsoft,pleasantor unpleasant.
•Encouragethechildtoletyouplaywhileshelistens.•Allowthechildtochange‘instruments’asshelikes.•Child, adultand therapistcould‘play’utensilsall together–onecouldbe the
conductorwhosays,‘PLAY’and‘STOP.’
week 7
6 7
Diary Activities®
2286
4 1.
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Two changes of clothes:Vest, pants, T-shirt, cardigan, sweater, skirt, dress, shorts, trousers, socks, tights, shoes, boots, etc.
Have items of different colors, sleeve lengths, textures and thickness so that a choice can be offered.
Abagownedbythechildtoputtheclothesin.
Getting dressed:•Drawthechild’sattentiontothebag,encouragethechildtoopenitandpeek
inside.Helpthechildpulloutsomeitems,talkaboutwhoseclothestheyare.Youcanhavefuntryingtoputonclothesorshoesthataretoosmallforyou,etc.Youmay prompt the child to communicate by kidding that his shoes are your shoes.
•Encouragethechild toallowyoutotakeoffhisshoesandsocksandchangethemforonesoutofthebag.Trytoofferchoices,‘Doyouwanttoputonbootsorslippers?’Playandtalkwiththechildasyouhelphimtodressbyticklingunderarms,saying,‘boo’asthechild’sheadpopsoutofthesweater,orbycountingandtickling toes.
•Theadultshouldencouragethechildtoactivelyparticipatebytryingtofastenvelcro fasteners, trying to pull up trousers, etc.
week 8
8
Diary Activities®
2286
4 1.
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Cardboard box large enough for toy dump truck with one end cut to make a door.
Large plastic dump truck with tip up back for unloading.
In a separate container: Wooden blocksActiondoll/sDamp cloth (wet wipes)Toy bucketBrush
Play with dump truck:1. Filling and emptying 2. Pushing along 3. Cleaning
•Presentthecardboardboxwiththedumptruckinit.•Encouragethechildtoopenthe‘door’ofthe‘garage’bypeekinginandtalkingin
an excited voice. •Encouragethechildtotakethedumptruckout.•Allowthechildtofreelyhandleandexplorethedumptrucktalkingaboutwhat
he is interested in, e.g. turning wheels or the back that comes up. •Trypushingthedumptruckalongsaying,‘vroom,vroom.’•Atanopportunemomentintroducetheblocksbyshakingthebagtheyarein
andlisteningtothesound.Encouragethechildtolisten.•Allowthechildtoemptythebagofblocks.•Trytoputtheblocksinthebackofthedumptruck–takingturns.•Allowthechildtotipthemoutbeforetheyareallin!•Introducedolls–haveoneeach,makethempickupblocksandputtheminthe
dump truck. •Whenthechildisreadyforachangeinactivityyoucouldgiveeachdollawet
wipeandhavethem‘clean’thedumptruck.
week 9
8 9
Diary Activities®
2286
4 1.
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Play doughCat and dog shapes Toy sets
Toy cat setToy cat, bowl, drop of milk, ribbon with bell to tie aroundcat’sneck,cushionortoychairtositin.
Toy dog setToy dog, bowl, pieces of biscuit, dog bed or basket, dog leash.
Play with play dough, dog and cat shapes and associated toy sets:•Holdacanofplaydoughinonehand.•Hideyourhandsbehindyourback–askthechildtochooseahand.•Showexcitementwhenthechildchoosesthecorrecthand.Allowthechildto
try and open the dough can. •Smellthedough,allowthechildtohandleitfreely.Encouragethechildtosqueeze,
pat and roll the dough. Play the same hiding hand game to introduce a cat shape. Ifthechildallows,presshis/herdoughflat,placetheshapeandencouragethechildtopresstheshapedowntocutouta‘cat.’Ifthechilddoesnotwantyoutotouchhis/herdoughyoucanuseyourowndoughandshapeto‘model’theactivity.
•Pretend the‘dough’ cat is real andcall it saying,‘here, kitty, kitty,’make‘meow’sounds.
•Dothesameactivitywithadogshape.•Tokeepthechildinterestedforlonger,andtobeabletouserepetitivelanguage,
when the child is bored with the dough, introduce associated toy sets one at a time.
week 10
10
Diary Activities®
2286
4 1.
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Plastic sheet to spread on floor to protect carpet.
Plastic doll with hair
Dirty set of clothesT-shirt, pants and socks
Clean set of clothesPajamasWarmwaterinplasticjugSmall cupPlastic bowlSoapShampooTowelBottle
Bathing baby doll: •Drawthechild’sattentiontothedolldressedindirtyclothesbymakingthedoll
popinandoutfrombehindaboxofmaterialssaying,‘peekaboo!’•Encouragethechildtocatchthedoll.•Allowthechildtohandlethedoll.•Smellthedollandindicatethatitisdirtyandsmelly.•Showthechildandtalkaboutapictureofababyhavingabath,pastedonone
side of the material box. •Letthechildpeekintothematerialbox.•Talkaboutbathingyourdoll.•Allowthechildtotakeoutandexplorematerials.•Talkaboutwhatthechildisinterestedin.•Someinfantsmayjustputthewashingbowlovertheirheadsortrytogetinto
the bowl, etc. •Trytopromptthechildtomoveonbymodelingactivitiesorintroducingnew
items at opportune moments, e.g. introduce the water, encourage the child to hold out their hand or a small cup to catch water.
•Allowthechildtoopenthelidandpoursomeshampoooutorsoaptheclothetc.
•Helpthechildrolluptheirsleevesandcarefullywashthedirtydoll,encouragingthem to do their best to keep the water in the sink or washing area.
week 11
10 11
Diary Activities®
2286
4 1.
0
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Balloons If you aren’t sure whether or not your child has latex allergies be sure to purchase allergy-free balloons.Bottle of waterFelt tip markersPinPump
Balloon Play: Blowing up and then letting go of a balloon. HittingaballoontoeachotherBurstingaballoon–Pop!Drawing a face on a balloonFilling a balloon with water
•Indicatetothechildthatyouhavesomethinginyourpocket.•Allowthechildtopulloutaredballoon.•Movetoadifferentpocket–havethechildpulloutayellowballoon.•Askthechildtochooseacolor.•Getthechildtohelpyouattachaballoontothepump,pressthepumptogether,
listen and then make a similar sound. On the count of three, release the balloon, watch it fly away, wave bye bye, instruct the child to go and get it.
•Askthechildifhewantstoblowuptheballoonagain,etc.•Thistimemanipulatethemouthoftheballoon–listentothestrangenoises–
try to make similar sounds. •Tietheendofablownupballoon,playathittingittoeachother.•Say,‘myturn,’‘yourturn.’•Whenthechildgetsbored,ifheisreadyandpayingattention,bursttheballoon
–Pop!•Blowupanotheronetogetherandletthechildburstitthistime.•Fully involvingthechild,fillaballoonwithwater–Knock it fromsidetoside.
Listenandmakethesound–‘Blop,blop!’•Squeezethewaterout.•Whilepointing to and talking about the child’s eyes, draweyeson aballoon.
Draw the nose, mouth, ears etc., in the same way. •Youmaysavesomeoftheseactivitiesforanotherday.
week 12
12
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
TwoMr.PotatoHeadtoysBagtokeepMr.PotatoHeadin
You may use one Mr. Potato Head toy and a cardboard figure of a potato head if you only have one toy.
Mr. Potato head:Togainthechild’sattentionpresentthetoyinadifferentwaybyplacingitinsideashopping bag or back pack.
•Encouragethechildtoopenthebaghimself.•Allowthechildtotipoutallthepieces.•Talkaboutthebodypartthechildhandles,e.g.,arm.•Trytodrawthechild’sattentiontohisownarmandmatchtoypartstoreal
body parts. •Haveanotherpotatoheadmadeupwhichyoucanbringoutatanopportune
moment. •ThismayencouragethechildtocompletehisownMr.PotatoHead.Havingtwo
potatoheadsmeansyoucanhaveadialogue.Say‘hello,’shakehands,kisseachother, etc.
•Don’tinsistonthechildnamingorplacingthebodypartscorrectly.Theaimofthe game is to communicate, share ideas and have fun together.
•Bynowyourchildmayhavestartedaskingyoutonameobjects.Asthechıldbegins to understand and say words you need to provide the child with the words he needs using short, repetitive, simple phrases which he can understand.
week 13
12 13
Diary Activities®
2286
4 1.
0
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Three surprise boxes containing:
AirplaneIf possible, one that toy people can sit in, with a cardboard runway.
Car/minibus/busIf possible, one that toy people can sit in, with a ramp.
BoatIf possible, one that toy people can sit in.
Plastic containerWater
People can be made by painting faces on spools and can be secured onto vehicles with tape, etc.
Anextraairplane,car,andboat forparallelplayand/or interactive play, e.g. bumping, following and racing each other.
Play with vehicles:•Presentthechildwith1surpriseboxatatime.•Allowthechildfreeaccesstothetoys.•Aswellastalkingaboutwhatthechildisdoing,inshort,clearphrases,alsotryto
focusonthesoundsmadebyeachvehicle,e.g.‘vuuuu’forplane,‘vroom’forcar,‘chugchugchug’forboat.
•Introduceotherwordslike‘stop’and‘go.’•Encouragethechildtotryandimitatethesewordsbypausing,lookingexpectantly
andpraisingthechild’sattempts.•Sustainthechild’sinterestbydoingthingswiththetoypeoplelikemakingthem
getonandoffthevehicles.Trytoestablishdialoguebetween‘people’say,‘hello’to the pilot/driver/captain, etc.
•Trytoestablishturntaking.Theadultfliestheplanethenthechildfliestheplane.The adult puts a person on the bus then the child puts a person on the bus.
•If thechild ismatureenough, youcanplayatonlymaking thevehiclesmovewhen there is sound. For example, the child only pushes the car along when Momsays,‘vroom.’
•Youcantrytochangerolessothatthechildmakesthesound.•Youcanalsoplayatspeedingupactionwhenwordsarepresentedquickly,e.g.
‘chugchugchug,’asopposedto‘chuuuug.........chuuug.’•Ifthechildpreferstoplayalone,andisnotcommunicative,theadultmaytry
gaining his attention through parrallel play.
week 14
14
Diary Activities®
2286
4 1.
0
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Set of colored plastic tea cups Saucers SpoonSide plates Teapot WaterjugwithalittlewaterPot with a few sugar cubes or a pack of sweetners Tea bag AfewbitesizebiscuitsPlastic tray to contain spills
Tea party and ‘Teapot’ song: •Present the tea cups, saucers, plates, spoons and teapot in a large tin biscuit cookie box. •Shakethetinand‘listen.’•Lookatthepictureofbiscuitsonthesideofthetin,‘smell’them,pretendtoenjoyeatingabiscuit.•Encouragethechildtoopenthetin,allowthechildtohandlethecupsandsaucersetc.•Playatstirringanddrinkingimaginarytea.•Playatgivingeachotheracupoftea,saying,‘thankyou’saying,‘ittastesnice,’etc.•Sustainthechild’sinterestbyintroducing,ateabag,waterandsugar.•Aslongasthechildbehaveswellallowhertomakesome‘real’teawithcoldwater–pretendit’shot.•Encouragethechildtopouroutteaandserveittoallintheroomsaying,‘hereyouare’and
‘thankyou.’•Atthispointintroducethebiscuits(hiddeninthetin).•Gainthechild’sattentionbyshakingthetin.Havethechildtrytoopenthepacketofbiscuits.•Smellthebiscuits,talkabouttheirshape.•Havethechildserveeveryoneabiscuitonaplate(opportunityforrepetitivelanguage).•Eatthebiscuits!•Sing:“I’malittleteapot”–dotheactions.•Singthissongeachtimeyoumaketeaathome.
I’m a little teapot,Short and stout,
Here is my handle (one hand on hip),Here is my spout (other arm out straight),
When I get all steamed up,Hear me shout,
Tip me over and pour me out! (lean over toward spout)I’m a very special teapot,
Yes, it’s true,Here’s an example of what I can do,I can turn my handle into a spout,
Tip me over and pour me out!,
week 15
14 15
Diary Activities®
2286
4 1.
0
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Two small drumsDrum sticksDrummer’spaperhatCardboard screenMusic playerMarching musicOne or two large rag dolls
Parentscanmakethesedollsathomefromtheirchild’sold baby clothes. The body can be a plastic water bottle, with some beans inside it, so that the doll makes asoundwhenshaken.Alsothedollcouldhaveabellnecklace or a bracelet.
Playing and responding to drum beat, responding to music: •Encouragethechildtoopenthecupboarddoorandtakeoutdrums,hatsand
sticks. •Slingthedrumsoveryourshouldersandputonhats.•Beatthedrumasyoumarcharoundtheroom.•Sayasoundlike,‘boomboom’asyoubeatthedrum.Encouragethechildtodo
the same. •Afterhavingsome‘loud’funencouragethechildtositdownandlistencarefully
to the drum from quiet. •Playthedrumloudly,softly,slowlyandquickly.•Ifthechildallows,youcouldtrytotaketurnsatbeatingthedrum.•You could listen to somemarchingmusic andonlybeat thedrumwhen the
music plays. •Youwillhavetodrawthechild’sattentiontosoundandsilence.•Trytomakeit‘fun,’forexample,startlewhenthemusicstarts.•Stop‘dead’whenitstopsandsay,‘shhh.’•Whenthechildhashadenoughyoucouldputthedrumsawayandintroducea
rag doll. •Youcanmakethisfunbyhavingtheragdoll‘pop’outcallingthechild’sname
frombehindacardboardscreen.Allowthechildtohandlethedollfreely.•Introducethemusicagain.•Makethedoll‘listen’carefully–danceandsing‘lalala’whenthereismusicandlie
down‘fastasleep’whenthereisnosound.•Youcouldhaveadolleach.Youcouldalsodancearoundtheroomholdingthe
doll to the music then sit down when the music stops.
week 16
16
Diary Activities®
2286
4 1.
0
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
A kitchen drawer with:TableclothPlatesSmall knivesForksSpoonsCupsNapkins
Ashelf inthefridgethechildcanreachwithcheese,margarine,olives,jam,etc.
Thermoswithteaoracartonofmilkorjuice,etc.
Setting the table and eating a meal together:•Encouragethechildtoopenaprepareddrawerinakitchenunit.•Getthechildtotakeoutatablecloth.•Talkaboutwheretoputit,forexample,notonthefloorbutonthetable.•Encouragethechildtotrytodoeverythingherselfortogetherwithyou.•Askhertocarrytheplatestothetable,talkaboutandindicatewhoeachplate
is for. •Indicatethatthereisnofood,ask,‘Whatshallwedo?Where’sthefood?’•Openthefridgedoortogether,allowthechildtocarryfoodtothetable.•Givethechildallthelanguagesheneeds,saythenamesofthingsinphrases,e.g.
‘Youcancarrythebread.’•Bethereforthechildwhensheasksforhelptoopenthemargarinelid,orslice
some cheese. •Remembertocombineyouractionswithwords,‘Shall Islicesomecheesefor
you?’•Ifchildandadultprepareandeatmealsandsnackstogether,routinely,thechild
will be exposed to the same words and phrases in context making the words easy to understand.
•Remembertouseeachopportunitytotalktothechildinameaningfulway.
week 17
16 17
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Stackıngcupswithanimalorvehicletemplatesonthebase.
Play dough Plastic knife
Play dough and stacking cups: •Placeastackingcuponyourheadanddrawthechild’sattentiontoit.Whilethe
childiswatchingsay,‘downitcomes’and‘nod’itoff.•Ifthechildisamused,dothiswiththeremainingcups.•Ifthechildwantsyoucanplaceoneonherhead–trytogethertonoditoffto
acommandlike‘Now!’•Allowthechildtoplayfreelywiththecups–youmaymodelbuildingatower,
putting them inside each other, rolling them, etc. •Showthechildacanofdough,andasshetakesthisremovethestackingcups.•Encouragehertotakeoutthedoughandkneadit.•Youmaybringoutasecondcanofdough(differentcolor)sothatyoucanboth
playandchildhasachoiceofcolor.Youcanrollsausages;makeballs,etc.,fromthedough.Youcanbringbackacoupleofstackingcupstoputtheballsin;youmayalsocutsectionsoffa‘sausage’andplacetheseinacup.Ifthechildiswillingyoucanflattenoutdoughcirclessaying,‘pat,pat,pat,’ (SingPat-a-cake,Baker’sman) and then print pictures using the templates on the bases of the stacking cups.
•Trytosetupshortplayroutinessothatthesamethingscanbesaidrepeatedly,e.g. roll out sausage, cut it up, pat the dough and print a picture.
•Alwaysremembertofollowthechild’sinterestandallowthechildtolead.•Aslongasyouaresharinganactivityand‘talking’toeachotheritdoesn’tmatter
ifyoudon’tgettodoallofthesedifferentactivities.
week 18
18
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
An old handbag with:AcoinpurseorwalletOld credit cardsMirrorCombEmeryboardPack of tissuesSmall pack of wet wipesKeyringwithlotsofkeysToy cell phoneSmall notebookThick pencilOne or two candies hidden in an inside pocket of the bagAdoll
Exploring contents of old handbag: •Youngchildren lovetorummagearound in‘Mom’s’handbag.Drawthechild’s
attention to the bag and encourage him to open it. •Followthechild’sinterestandtalkaboutwhatheisdoingandhandling.•Trytoremovethebagbriefly,oncetherelateditemshavebeenremoved(e.g.
mirror and comb). This is to reduce distraction and to be able to expand on the activityinhand.Encouragethechildtolookathimselfinthemirrorashecombshis hair, comment about how nice he looks.
•Askforaturn,askthechildtoholdthemirrorforyou.Combyourhair,askifyoulook nice.
•Youmaytaketurnsatpullingfacesinthemirror.•Encouragethechildtolet‘dolly’havealookinthemirror.•Whenthechildgetsbored:Hideuseditemsbehindyourbackandgetthechild
to look for something new in the bag. •Trytodosomethingwitheachitem,youcouldfilenails,unlockandlockdoor,
scribble in note pad, wipe nose, wipe hands or do some cleaning with a wet wipe. •Finallyindicatethatthebagisempty,haveyourchildcheckthepocketsand,for
anicesurprise,findthesweets!•If your child is still interested you could replace all the items giving you the
opportunity to say similar things again.
week 19
18 19
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Horse set: Horseeasy to handle, should stand upBaby horseBox with lid off and door cut in front panel for stableSmall container for waterBag of grassthis can be collected from the garden by the childRopeBlocks or very easy to construct fencing to make paddockToy farmerSmall brushBox to keep items in with picture of horse and foal eating grass on the side
Rabbit set: AfewplasticrabbitsAsmallboxwithlidoffforhutchPieces of carrot (this can be taken from the fridge and cut by the adult and child together)Leaves collected from the gardenBox to keep items in with picture of rabbit on side
Play with toy animals: •Take thechild toseerealanimals.Pretendplaywillhavemoremeaningafter
seeing the real animal. •ORshowhertoyanimals.•Encouragehertoloveandfeelfortheanimalsbypetting,feedingtheanimals,etc.•If possible, have someone take photos of you looking at petting/feeding real
animals.ORmakephotosofyourtoyanimals.•Thesecanbepastedontocardboardandcombinedtomakeafirstbook.•Preparationofmaterialsforthisactivityisavaluableactivityinitself.Remember
every activity that you share with your child, and every conversation you have where the meaning of words is clear, helps your child to talk.
•Presentthechildwithapreparedsetoftoysinabox.•Trytodrawthechild’sattentiontothepictureonthesideoftheboxandonce
theitemsareremoved,matchthetoyobjectstopicturedobjects.•Allowthechildfreeaccesstothetoys.•Followthechild’sinterest,atopportunemomentsyoumayshowthechildsome
activities like giving a horse water or grass, grooming it, leading it to the paddock, makingitjumpoverafence,puttingitinthestable,makingitliedownandgotosleep.
•Say‘shhhh’whenthehorseissleepingthensay‘getup!’andmakethehorsestandup.
•Whenthechildbeginstoloseinteresttidythetoysup.•Asyourchildputsthetoysintheboxdon’tforgettousetheopportunitytosay
thenamesofthingsagain,e.g.‘ingoesthehorse.’•Havethechildcarrytheboxandputitawaysaying,‘goodbye,horse.’•Playwiththerabbitsetinasimilarway.
week 20
20
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Pieces of cloth in different sizes, some at least as big as a head scarfTry to have a selection of textures; furry, silky, fleece, raised pattern. Also have some solid (different colors) and some patterned selections.
Alongwoolsocktostufftheclothinto
Apole(walkingstick)
Someobjectstowrapup,e.g.plasticplate,cup,knifeand fork set, some clothes
Anemptydrawerinacupboardunit
Pulling different textured cloths out of a sock, making bundles to carry: •Attractthechild’sattentiontothesock.•Squeezeit.•Peekinside.•Encouragethechildtopulloutacloth.•Askthechildtoholdthesocksothatyoucanhaveaturnatpullingaclothout.•Taketurnsuntillthesockisempty–turnitinsideout.•Talkaboutitbeingempty.•Ifyourchildpreferstostartpushingclothsbackinbeforetheyareallout–it’sOKAY.•Playasthechildwantstoplayaslongasheremainsinterested.•Pushtheclothsbackin,too!•Trytodrawthechildsattentiontodifferences,say‘lookmine’ssmall,yoursisbig.’•Pointoutcolorsbymatchingthecolorofthechild’sclothtootherobjectsinthe
room. •Atanopportunemoment,tore-kindlethechild’sinterest,youmayintroducenew
activities like folding your cloth and putting it in an empty drawer, wearing the cloth likeaheadscarf,coveringyourfaceandplayingpeek-a-boo,wrappingobjectsupinacloth.
•Tietheendsoftheclothtogethertomakeabundlethenputthestickthroughthehole and walk around the room with your bundle over your shoulder,
•Singasyouwalkalong!•Whenthechildlosesinterestinwhatheisdoingdon’timmediatelymoveontoa
new activity. Wait a moment. This gives the child the opportunity to suggest what to do next.
•Rememberthechildwillbemuchmoreinvolvedandhavemoreideastosharewithyouifhegetstodirecttheplay.Everytimethechildtriestotellyousomethinghehas a chance to practice communicating.
•Childrenlearntotalkbypracticingtalking.Whenyourchildtriestotellyousomething,listen and try hard to understand and answer appropriately.
week 21
20 21
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Child height kitchen drawer with: PlasticstorageboxesthatfitoneinsideanotherWooden/plastic egg cups Plastic eggsTeaspoonsPlastic plates/cups Washing up glovesTea-towelSalad spinner Two hand puppets
Tip: Content of drawer should be changed from time to time to sustain the child’s interest and promoteexploration.
Rummaging through kitchen drawer: •Youmaydrawthechild’sattentiontothedrawerbywearingahandpuppetand
having it open the drawer and peek inside. •Thechildmaybemoreinterestedinthepuppet-helpherputiton.•Wearasecondpuppet,trytosetupadialogue.•Openthedrawerandhaveyourpuppetstarttotakethingsout.•Helpthechildtomakeherpuppethandlethings.•Insteadofyouinitiatingconversation,trytotalkinresponsetothechild’sactions/
vocalizations/words. To be able to do this you will need to watch and listen to the child.
•Trytounderstandwhatyourchildmeansandthenrespondbydoingwhatthechild indicated - remembering to accompany your actions with speech, e.g. the child indicated for you to put a plastic container back in the drawer. Put it back saying,‘okay,let’sputthisboxback.’Bydoingthisyourewardthechildfor‘talking’toyouandencourageherto‘talk’more.
Other suggestions: •Puteggsintocups.•Talkabouttoomany,toofeweggs.•Placeateaspoonbyeacheggcupandcount.•Makeapuppetpretendtocrackaneggopenandeatit–‘yummyyum!’•Stackplasticboxes.•Putboxesinsideeachother.•Pretendtowashanddrydishes.Usebaseofsaladspinnerforwashingupbowl.•Whizzthespinner.•Listentosounds.
week 22
22
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Series of small bells on a ring Choose one that can easily be shaken by a small hand.
Metallophone (metal xylophone) and mallet
Sticks for rubbing against each other (one ridged)
Whistle, mouth organ or kazoo
Toy guitar or violin
Listening to and playing various percussion instruments: •Gainthechild’sattentionbyindicatingthatyoucanhearsomething(bequiet,
point to your ear, look excited). Play the instrument you are going to introduce from behind your back.
•Don’tkeepayoungchildwaitingtoolong,bringouttheinstrumentandallowthechildtoexperimentfreelywithit.Don’ttalkwhilethechildislisteningtothis‘newsound.’
•If thechildallows,youmay take turnsplaying,encouraging thechild to‘listen’while you play.
•Remember to listen carefully when the child plays and indicate whether thesoundispleasant/unpleasant/loud/soft,etc.Youmaymakeasimilarvocalsound.
•Ifthechildisinterestedyoucantalkaboutwhatthechildisdoingandwhattheinstrument is like. Together you could count the bars on the metalophone and talk about the colors of the bars, however, the most important thing is the sound the metalophone makes.
•Asthechildbeginstogetboredencouragehimtoputthisinstrumentawayandthen sit down quietly in anticipation of the next one.
•These4instrumentswillallowthechildtolearnaboutdifferentwaystomakesound,forexample,shaking,striking,rubbingandblowing.Ifpossibleyoumayalsointroducea‘plucking’instrumentsuchasatoyguitar.
•Thechildwillneedtohavemanytriesatlisteningtoandplayingtheseinstrumentsto be able to recognize their sounds, therefore this type of activity should be repeated regularly.
•Ifthechildiscooperativeyoumaytryplayingwhenthe‘conductor’playsandplay in accompaniment to music. Sound should always be compared with silence andactivitiesshouldalwaysbe‘fun’todo.
week 23
22 23
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Photographs of the child and/or siblings and parents doing various routine activities. Examples: mom combing child’s hair, child carryingbread basket to the table, child feeding the dog, mom and child in the supermarket, child riding in a shopping cart.
These photos should be pasted onto cardboard and kept for special times when adult and child sit quietly together, e.g. before bed.
Collect toy props to go with the pictures you look at.
Looking at simple pictures: •Thepicturesshouldberelativelylarge,colorfulandsimple,withonlyoneevent
pictured. •Picturesneedtobedurableasthechildwillhandletheseroughly.•Thechildshouldbeabletorelatetoeventseasily.Thisiswhyphotosofthechild
doing something - like eating, bathing, playing in the garden, petting a cat or family members doing something - like father washing car, are the best pictures to start with.
•Thechildmayenjoysittingontheadult’slaptolookatpictures.•Theadultshouldstartbyofferingthechildachoiceof2or3picturecards.After
choosing, the other pictures should be hidden. •Encouragethechildtolookatthepictureandthentrytotalkaboutwhatthe
child is interested in and is looking at or pointing to. •Youngchildrenquicklygetboredwithlookingatpicturesespeciallybeforethey
can understand what you say. Because of this you should have toy props for each picturesothatyoucanmatchobjectstopictureditemsandactoutthescene.
•Havingsuchtoyshelpstokeepthechildinterestedforlonger,helpsthechildtounderstand the event and allows you to use repetitive language. Use a lively and interesting voice to add sound to the picture.
•Trytoaddmeaningwithexpression,e.g.whenlookingatapictureofachildwhohasfallenandiscrying–youpretendtocry,too–invitethechildtopretendtocry.
•Trytolookatthesamepicturesoverandoveragain.Thechildwillunderstandmore and be able to participate more, the more familiar a picture becomes.
•Anumberofseparatepicturecardscanlaterbeputtogethertomakeafirstbook.
week 24
24
Diary Activities®
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Acollectionofageappropriatebooks:cardboard, cloth, bath books.
When buying books for a young child try to avoid books with pictures of single items and instead choose books picturing activities such as a baby sitting on a potty, a baby sitting in a high chair eating or a toddler kicking a ball, etc.
Looking at books: •Onceyourchildcanpayattentionandlookatmorethanacoupleofpicturesat
a time you may start to introduce books. •The child should have access to books - thesemay be kept next to a floor
cushion, down the side of the sofa in a pocket or next to the bed. •Itisusefultotrytolookatabookatthesamequiettimeeachday,forexample
before bedtime. •Lookatthesamebookasmanytimesasthechild likes.Trytotalkaboutthe
same things and do the same actions each time. The child will begin to anticipate eventsandexpectyoutomakea‘roaring’soundandpullafiercefaceeachtimeyoulookatthepictureofthe‘roaring’lion.Asthechildbecomesmorefamiliarwith the book she will become more responsive.
•Whenlookingatbooks,trynottosimplynameitemsthechildpointsto,alwaystry to talk in phrases about what is happening. Use lively voice and expression to makethe‘story’moreinteresting.Trytoactouttheactionspicturedinthebook,e.g. walk on all fours and roar like a lion. Play at scaring each other.
•Atfirstyoungchildrentendtojustwanttoturnthepages.Trytotalkaboutanythingthatseemstocatchthechild’sattention,andintime,iftheadultandchild share books together regularly, the child will begin to pay more attention, enjoyandunderstandpicturedeventsmore.Eventuallyheorshewillbeabletoactively participate by saying sounds or words and by asking the adult to say and do certain things.
week 25
24 25
Diary Activities®
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4 1.
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Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Toy birdpreferably a realistic looking one with feathers, beak, claws, etc.
Bird cageWaterBird seedNewspaperSinkWastebasket
Caring for a pet: •Cleaningoutabirdcage.•Bringoutatoybirdinafunway.Youcouldmakebirdsoundsandsay,‘Listen!
What’sthat?’Thenslowlybringbirdoutofyourpocket.Letthechildhandleitfreely.Givethechildtimetocomeupwithsomeideas,e.g.pettingit,feedingit,making it fly.
•Showthechildthebirdcagecoveredwithacloth.Buildupexcitement–letthe child wonder what is underneath the cloth. Together pull off the cloth to uncover a bird cage. Look at the bird together, say how beautiful it is, call it, etc.
•Indicatethatthebirdhasnowaterleft.Takethewatertrayaway–havethechildwashit,re-fillitandthen,withyourhelp,replaceit.
•Bringoutapacketofbirdseed.Shakethebag,listen,thinkhowtoopenit,smellandhandletheseed.Makesurethechilddoesn’tputthisinhismouth.Fillthebird’sseedtray.
•Together,replacethenewspaperatthebottomofthecage,encouragethechildto‘know’wheretothrowthedirtypaper,tearstripsofnewspapertomake a clean bed.
•Thisactivityexemplifiestheusefulnessofcaringforapetsuchasabird,fish,rabbit,catordog.Ifachildisregularlyinvolvedincaringforapethewillhearrepetitive, easy to understand language, he will also learn to care for and respect the feelings of others. Similarly, a child could be involved in regular watering of plants or simply putting out bread crumbs for birds or feeding the ducks in the park.
week 26
2286
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26
Diary Activities®
Week 27 Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Bag of groceries: Box of cereal
Carton of eggsTalk about careful handling, what happens if an egg drops, count the eggs, store each egg on a rack in the fridge.
Cans of tomatoesRoll the cans, stack them, talk about their size and weight.
BreadButterOpen the bag, smell and taste the bread, spread a slice with butter.
Fruits and VegetablesE.g.,carrotsandapples.Talk about shape, number, color, hardness, etc. Put them in a mixed pile, then encourage the child to put the carrots in one bag and the apples in another.
Putting shopping away: •Allowthechildtoparticipateinroutinehouseholdactivitiessuchasputting
groceries away. •Involvingthechildregularlyinsuchactivitiesgivesthechildtheopportunityto
benefitfromexperiencinghighlyrepetitive,meaningfullanguage.Youngchildrendonotwanttowatch,theywantto‘do.’Achildwhois‘busy’willbeengagedand want to communicate.
•Encouragethechildtotrytocarryabagofgroceries.Talkaboutthebagbeingheavy. Sit down, ask the child to open the bag and take out an item, e.g. a box ofcereal.Quicklyremovethebagwiththeremainingitemssothatsheisnotdistracted.
•Withouttakingtheitemoutofherhandstrytotalkaboutwhatthechildislookingat/thinkingabout.Ifthechildispointingtoapictureonsideofboxtalkaboutthis.Ifsheshakestheboxtoseeifitisemptyorfullencourageherto‘listen’andletyouhavea‘listen’.
•Ifappropriateyoumayaskhertoopenthebox.Mostlikelyshewillaskforhelpgivingyoutheopportunitytogivemeaningfullanguagee.g.‘shallIopenit?’Starttotearthecardboardbutaskthechildtohelpyou,saythingslike,‘pullhard.’
•Lookatthecontents,smellandtastethecereal,togetherfindasuitablecontainerandpourthecontentsintoit.Listentothesoundthismakes.Allowhertoputthecontainerawayinacupboard.Sheprobablycan’treachandwillneed to ask to be picked up.
•Bringbacktheshoppingbagandencouragehertochooseanotheritem.Ofcourseinvolvingthechildinroutineactivitiesmakes‘jobs’takealittlelonger,however, the child will be usefully engaged, have things to say, and probably be able to attach meaning to what you say.
week 27
26 27
Diary Activities®
2286
4 1.
0
Materials ActivityDate: ___/___/_____
Circle participants
Mother
Father
Sibling
Other
Hearing age of child:_____
Notes:Problems with listening devices, sickness, poor attendance, family problems affecting child care, etc.
_____________________
_____________________
_____________________
Picture of child eating a banana.
Small bunch of bananas Two mandolin slicers (may best be handeled by the adult)Small bunch of grapesKitchensinkorbowlofwaterforwashingfruitBlunt knife Chopping board Table matsBowls Spoons Napkins
Container for child to take some fruit salad home in, maybe a topping such as cream, yogurt, syrup, etc.
Making a fruit salad: •For this activity to be useful linguistically, the child needs to be actively involved
and the adult needs to pace the activity slowly using every opportunity to talk meaningfully to the child.
•Introducetheactivitybybrieflylookingatandtalkingaboutthepicture.Pretendtoeatabananaindicateit’stasty,say‘mmmm,that’snice!’Havethechildpretendtoeatoneandencouragehertosay,‘mmmm’,too.
•Bringoutabagwithutensilsinit.Allowhertotakeouttheboard,knife,bowls,spoons etc. Talk about what you are going to do.
•Lookat thepictureagainandaskwhereyour fruit is.Gether interestedandexcited by pretending to look for fruit, e.g. in the kitchen cupboard. Make a big thing out of there not being any fruit.
•Encouragehertolookinthefridge.Haveherbringoutthebagoffruit.Encouragehertofeeltheobjectsthroughthebagandguesswhattheyare,allowafew‘peeks.’
•Don’tjustgiveherabananabuthaveherpulloneoffthebunch–haveherpulloneoffforyou,encouragethechildtosay‘pull,pull/pullhard,’etc.,byyousayingand then looking expectantly at the child.
•Rewardthechildforsayingsoundsandwordsbylisteningwhenshe‘talks,’lookingpleased and repeating what she says.
•Haveherpeelabanana,talkaboutwheretothrowthepeel,havehertakethepeeltothegarbagecanandthrowitin.Askhertoaskyoutoopenthebin,etc.
•Preparethe fruits together.Makethemostofwashing,peeling,cutting, tasting,mixingfruittogether,separatingintosmallbowlsandfinallyeating.
•Youngchildrenlovetogivethingsout,encouragethechildtogiveabowloffruitandthenaspoontoeachpersonintheroomsaying,‘Thisone’sforMommy,thisone’sforJulie,’etc.
•Savesomefruitfor‘Daddy’andputthisinacontainertobetakenhome.Givingthis to Daddy at home, later, will allow you to talk about making fruit salad again. The child learns to talk by hearing the same words over and over again.
week 28
2286
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28
Diary Activities®