About language learning environment for your child
This article explores the ways you can create a language learning environment for your child. When encouraging and facilitating language use in your child, it is important to create a positive language learning environment. A child who is given everything (a special toy, a biscuit or the next train track), rarely ‘needs’ to use language.
A language learning environment occurs when a child comes across situations that require them to use communication to problem solve. Some of these situations naturally occur in day to day life, others can be facilitated by parents in daily routines.
How can parents create a positive language learning environment? Here are just a few suggestions of strategies and situations that can encourage your child to use language (gesture, sounds or words – depending on the age of the child). Most of the following suggestions can be integrated into a family’s daily routine.
How to create a positive language learning environment for your child
Scenario 1: Play Time
- Pick up a toy that your child really loves and begin playing on your own. Wait for your child to indicate they would like a turn and then model the language they need to use. If it’s a ball, say ‘ball please’ or use the ‘ball’ sign. If a child is using pictures to communicate, model exchanging the ball picture for the ball. As soon as a request is made, respond by giving the child a turn. Remember: this should be fun and interactive! (see top tips for encouraging language development)
- Keep some toys eg. blocks, cars and train tracks in clear boxes. When playing together, put the box or lidded bucket out but don’t open until your child requests it to be open. Again, you should model gesture or speech to request: “Open box? Open?”
- Try not to put the parts or pieces of a toy out all at once. If a child has all the resources they need, there will be fewer opportunities to use language to communicate (i.e. no need to request). If your child loves trains, or tea parties, Mr Potato Head or building blocks, keep some pieces or parts with you. When your child realises they need more parts, model the language use – “Cup please, block please or track please”.
- Occasionally, you can deliberately give a piece or part that does not fit – this is a great opportunity to encourage language, “Uh-oh, doesn’t fit, try another one”.
- Bubble play is often very popular with children of all ages. Blow a bubble and then put the lid back on and wait for them to request more bubble play. Model the language you want them to use.
- Engage in any activity that your child enjoys (e.g. ball play, play dough, swinging, ‘This is the way the horsey rides’, ‘Down at the bottom of the deep blue sea’, ‘This little piggy’). Do it a couple of times and then wait. If your child does not immediately request more (but seems to want to keep going), model the language request: “Again? Ready, Set… (pause) Go!)
- A top activity that requires your child to communicate is ‘horse rides’ around the living room or simply using a big cardboard box as a ‘car’. As your child sits in the ‘car’, push it a short distance (with lots of noise!) and then stop. Wait until your child indicates they want to keep going and then model the request to ‘Go!’
Scenario 2: Bath Time
A good opportunity for simple communication interaction is bath time. As bathing is fully supervised, you can be fully engaged, face to face and having fun. Many children love water play so any of the above strategies can be incorporated into this daily routine.
- If your child enjoys having water splashed/gently poured over them, do it a couple of times and then expectantly lean forward, hold the cup up and pause. Model the communication request. This can be a great activity for ‘Ready…Set… (Pause) GO!’
- If you can use bubble bath mixture, put only a little bit in to start. Lean forward expectantly and wait to see if your child indicates that they want more. Model the communication request and continue that pattern.
- Bubble play is often very popular with children of all ages. Blow a bubble and then put the lid back on and wait for them to request more bubble play. Model the language you want them to use.
- Some clever parents I know make bath time into ‘treasure hunting’ or ‘fishing’. They laminate different coloured fish (weighted) and let them sink to the bottom of the bath. The child then has to reach under and grab the fish – they can then say the colour “red fish, blue fish, green fish!”. When supervised, this can be done with toys and other objects. This blog also has some nice bath time ideas.
Scenario 3: Meal times
Some mealtimes can be rushed or busy, but when there is time, it can be a great way to stimulate one on one interaction with your child.
- Try not to immediately put all the food (particularly favourite snacks etc) in front of your child. When they indicate they want more, model the request e.g. ‘apple please’ or integrate the sign/picture.
- As your child develops their expressive language skills, try to ask questions that require a choice. Saying “Do you want apple juice?” requires only a yes or no indication. Instead, you can ask ‘Do you want apple juice or orange juice?’ You can actually show the two options to enhance understanding.
- If there are others at the table, meal times can simply be a great language modelling environment. Dinner table talk usually involves requests (Can you pass the butter? Can you pour me a drink please?), directives (Eat your broccoli please), and questions (What did you do at school today? How was work?). While your child may not be directly engaged in all these interactions, the communication model is important.
When using these strategies, it is important to keep it positive. Make sure you remember to model appropriate language use so your child is aware of what you are expecting. Waiting is important, but it you just wait and don’t model, your child may lose interest or become frustrated because they are not sure what to do. Acknowledge and celebrate every communication attempt (remember, communication is not just talking!) Language learning is a step-by-step process.
It is important to remember that these are general ideas only and cannot replace the direct input and specific therapy that can be provided by a speech pathologist. If you have concerns about your child’s speech and language development, you should contact a speech pathologist for an appointment to get specific advice for your child.
For more information about creating a positive language learning environment or any speech related fields, call the ENT Clinic on 1300 123 368 and make an appointment with our speech pathologist’s Eugene Pillay and Jenna Butterworth. Contact us today!
