Communication…On the Go!

CommunicationCommunication……On the Go! On the Go! Kay Clarke Kay Clarke –– COMSCOMS

Chris Ross Chris Ross –– SLPSLP

Non-Linguistic and Prelinguistic Development• Nonlinguistic - Facial expressions, gestures, vocalizations to support communication– Used throughout life

• Prelinguistic – Facial expressions, gestures, vocalizations which precede language development

• Both are precursors to linguistic development

Examples of Non/prelinguisticLanguage Behaviors

• 0-3 months (Rossetti Interaction/Pragmatics/Play)– Maintaining brief eye contact during feeding– Crying diminishes with adult contact– Smiles purposefully in response to caregiver’s face or voice– Seeks eye contact– Responds to adult interaction– Shows interest in people– Looks at objects– Attempts to imitate facial expressions– Plays with a rattle– Laughs at amusing activities– Cries to get attention

Examples of Non/prelinguisticLanguage Behaviors

• 3-6 Months (Rossetti Interaction/Pragmatic/Play)– Smiles spontaneously to human contact– Smiles when playing alone– Smiles at faces of several family members– Stops crying when spoken to– Shows different responses to family members– Smiles at self in mirror– Maintains eye contact– Imitates facial expressions– Produces different cries for different reasons– Vocalizes in response to vocalizations

Language Development Birth – 12 Months

• Expressive Language – Vocalize, cry, coo, – Babbles, sound play– Vocalize different

syllables– Imitates duplicated

syllables– “mama” & “dada’– Beginning to use words– Beginning to imitate names

of familiar objects

• Receptive Language– Quiets to familiar voice– Attends to speakers

mouth or eyes– Turns towards a voice– Recognizes name– Responds to “no”– Waves in response to Bye-

Bye– Attends to new words– Attends to objects

mentioned when named– Identifies two body parts

Language Development 12-18 Months

• Expressive Language

– Vocabulary around 15 words

– Replaces gestures with words

– “more”

– “What’s that”

– Names familiar people

• Receptive Language– Identifies familiar objects from a group

– Maintains attention to pictures

– Enjoys rhymes and finger plays

– Understands some prepositions

Language Development 18-24 Months

• Expressive Language– Uses single words

– Vocabulary of 50 words

– Sentence-like intonation

– Using 2-3 word phrases

– Pronouns

– MLU 1.25 – 1.5

• Receptive Language– Identifies photographs of familiar objects

– Finds familiar objects not in sight

– Chooses 5 familiar objects on request

– Understands verbs in conext

– Understands 50 words

Language Development 24-36 months

• Piaget Preoperational Stage– Uses action words– Develops conversation

skills– Uses negation, plurals,

prepositions (syntactic development)

– Shares experiences verbally

– Vocabulary of about 900 words

– MLU develops from 1.5 to 3.0

• Receptive Language– Points to four action

words in pictures– Understands

size/spatial/descriptive concepts

– Understands whole/part relationships

– Answers yes and no– Follows 2 step commands

Infants

Birth to One Year• Reflexes

• Early motor skills (gross & fine)

• Importance of emotional bond

• Cries/babbles to communicate

• Early cognitive/concept skills

• Mirror neurons and their role

Toddlers

One to Three Years• Walks alone/runs/climbs• More mature grasp/hand skills• Follows simple instructions/tantrums• Spoken language emerges• Active explorer of space (not safe)• Enjoys picture books & rhymes• Emotionally dependent on adults• Egocentric

Children Learn to Travel Independently Because…

• Inviting, diverse & appropriate travel environments

• Adults explore & walk with them

• Free movement, exploration & “hands-on”contact

• Adults interpret meaning

• Goal-directed• Understand bodies• Understand environmental

features & layout• Have need to travel• Self-propelled locomotion• Respect for safety rules• Security/Self confidence• Formal travel skills

Possible Impact ofVisual Impairment

• Low Tone• “Fixing”/”Stacking”• Hypermobility of joints

• Gait/Stance/Feet• Transitioning• Rotation/Arm swing• Midline• High Guard/Hands• Limited movements

• Prone weight-bearing• Head/Shoulders• Skip crawling• Late walkers• Balance issues• Spatial Mapping• Body Image/Concepts• Mannerisms• Motivation/Caution/ Secure base

Where in the World Am I?Orientation & Mobility

• Part of “Expanded Core Curriculum”

• Orientation (“O”): Thinking part

• Mobility (“M”): Act of moving

• Goal: Purposeful, goal-directed, safe travel; as independent as possible.

• O&M specialist

Sequence of Orientation

• Own body

• Immediate space

• Larger environment

Sequence of Mobility

• Reflexes

• Cause-effect

• Intentional actions

• Goal-directed movement into space

Early O&M Components(Traditional)

• Body Awareness

• Sensory Awareness

• Space Awareness/Mapping

• Self Concept/Esteem

• Environmental Exploration

• Concept Development

• Self-Protection

• Human Guide/Basic Skills

• Mobility Device

Early O&M Components(Non-traditional)

• Object/Person Permanence

• Cause-Effect• Choice-Making/Requesting

• Reaching/Movement• Purposeful, Self-Initiated Actions

• Early Problem-Solving

• Social Interactions/Play

• Attachment/Secure Base

• Social Referencing• Self-control• Object Exploration/Play

Understanding My World

• My Body• Families• Home & Yard• School• Neighborhood/ Community

• Parks/Playgrounds• Transportation/ Community Helpers

• Money & Stores

• Food & Restaurants• Modes of Communication

• Clocks/Calendars/ Weather

• Numbers/Counting/ Measurement

• Colors/Shapes/Signs• Animals• Space/Action/Etc.

Role of “Teachers”in the Early Years

• Interesting, accessible learning spaces• Meaningful (and fun) learning opportunities • “Natural environments”• Take the child’s lead• Guide/facilitate/model• Observe carefully• “Whole child” approach• Family-centered services/supports• Team with others

Getting ‘Em Hooked:Early O&M Strategies

Meaningful Objects

Transitional Objects• Blankets and bears and pacifiers, oh my!

• Separation issues

• Comfort under new/stressful conditions

• To blanket or not to blanket

Object Cues• Transitional objects as object cues

• Expressive/Receptive Language

• Location

• Schedule

Object Schedule

Music & Singing

Music & Singing

• Strong Motivator• Calming• Breaks “language barrier”

• Young children’s brains “wired” to respond to music

• Own simple songs• Traditional children’s songs

• Tapes/CDs• Musical books

Play & Pretend

Play & Pretend

• “Play to learn”

• Motivational/Fun

• Distinguish fact from fiction

• Fosters creativity

• No right or wrong

• Language learning

• Wild Turkey

• Beach Day

• Explorer

Rhymes & Poems

Rhymes & Poems

• Memory aid

• High interest

• Language-builder

• Concept box

• Body parts

• Environmental concepts

• Basic skills

• Device use

Books & Stories

Books & Stories

• Promote literacy

• Shared time for concept learning

• Turn-taking

• Help hold thought of destination

• Use book as part of travel route

• Interactive book ideas

• Use with other strategies

Active Participation

Active Participation

• Hands-on learning• Self-initiated movement/memory for orientation

• Co-acting (hand-under-hand)

• Walking maze research

• Opening/closing doors

• Book: Inside, Outside, Upside Down

Miniatures, Models & Maps

Miniatures, Models & Maps

• Limitations with young children

• “Gestalt” of larger environment

• Understand parts to whole

• Real vs. pretend

• Once Around the Block – Kevin Henkes

• Playground book• How a House is Built

• First maps

Puppets

Puppets

• Visual targets• Tactile experiences

• Hand & finger awareness

• Concepts• VI awareness

• Bright yellow APH duck

• Find the Bear book• Mouse Count book• Birds in a nest• Kartusch book

Group & IndividualActivities

Group & Individual Activities

• Group: socialization; cooperation; leadership

• Individual: rapport; down time; changes; needs

• Interactive games• Movement activities

• “Travel buddies”

Taped Messages

Taped Messages

• Change of pace

• Diffuse power struggles

• Child more in control

• Steps in route

• Hidden objects

• Silly voices

• Child’s voice

Creativity & Novelty

Creativity & Novelty

• Stay fresh as teacher/O&M specialist

• Spark child’s interest

• Hop down hall

• Walk backward

• Change voice

• Silly/unexpected action

Teachable Moments

Teachable Moments

• Ripe for learning

• Greater attention

• What is meaningful to CHILD

• Swinging in swing

• Fingering corner

• Washing hands

• Drinking fountain

• Potty time

Humor

Humor

• Diffuse power struggles

• Add levity

• Discipline

• Self-acceptance

• Brushing teeth

“Real World” Learning

“Real World” Learning

• Concrete learners• No need to try to generalize from artificial situation

• Exploring/counting own fingers

• Counting chairs/other kids

• Shapes of tables• Push/pull doors; open/closed

• Toys away on top/bottom shelf

Natural Travel Routes

Natural Travel Routes

• Functional• Develop skills in “natural environment”

• Play area to high chair for snack

• Center to center in toddler class

• Use of signs/clues/landmarks (audible; tactile; Gingerbread Boy book

Arts & Crafts

Arts & Crafts• Creative expression

• Many mediums for learning

• Sensory experiences

• Tool use

• Play doh

• Natural materials

• Textured materials

Physical Affection

Physical Affection

• When fearful

• “Secure Base”

• Praise

• Trust

• Reflect/validate child’s feelings

• “Hug Zone” when traveling

• Verbal referencing

• Least invasive interactions

Community Experiences

Community Experiences

• Larger world

• Social contacts beyond family

• “Field trips”

• Open the Door Let’s Explore – More book

• Learn ‘n Lunch bunch family outings

• Listening Walk book

• Process experiences

Cooking & Food

Cooking & Food

• Sensory experiences• Concept development• Eating skills• Where things belong• “Process”understanding

• Sequencing for language

• Stirring/measuring

• Pizza face

• Books (Cheerios; M&Ms)

• To Eat is Sweet! book

Tools & Mobility Devices

Tools & Mobility Devices• Developmental match

• Tools: strings; sticks; supports; voice; stool; etc.

• Everyday tools

• Roles of devices

• Walking rope

• Walking stick

• Eating with spoon

• Short to long

• Stationary to moving

• Early devices