Auditory Games for Babies Part 3: Presentation 4 Early Intervention Series Susan R. Easterbrooks Georgia State University The Purpose of Auditory Games To promote auditory attending To promote auditory interactions To promote listening To relate speech sounds to experiences
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Part 3: Presentation 4
Early Intervention Series
Susan R. Easterbrooks
Georgia State University
Sequence of Vowel Combinations:Start with greatest distance (e.g., “oa-ee”). Move from highest to lowest auditory, visual, and tactile feedback
go to bed
Use this at bedtime or whenever your child goes down for his/her nap.
Use this target as you put dollies to bed.
Look through "The Three Bears", "The Seven Dwarfs" or any story where children go to bed. Point out these pictures.
Play a color matching game. Color and cut out ten little beds. Color and cut out ten little babies wrapped in blankets. Match the same color blanket to the same color bed. When child makes a match, say "Go to bed. Go to bed little baby. Go to bed."
Let your child open your mall everyday. Use this target each time he/she opens a piece of mail.
Make mailboxes out of shoeboxes. Color or decorate them. Put Mommy on one box and the child's name on another box. Send letters back and forth to each other.
Write a letter to grandma or friend. Have child draw a picture. Send it through the mail. Ask a friend or relative to have his or her picture taken opening the letter and another one of him or her holding up the picture. Comment on how the friend or relative opened the letter.
Go visit daddy or mommy at the office. Walk around and look at people who are opening letters.
At Hardy’s or McDonald's, notice the "thank you" sign on the trash can. Point this out to the child. Make a game of throwing the trash away, one piece at a time. Each time you put a piece in say and point tothe word ''thank you".
When using the bathroom, say "bathroom”. "We're in the bathroom. Let’s go to the bathroom.“
If child indicates that he has to go to the bathroom say "bathroom". "You have to go to the bathroom. Let's go to the bathroom."
When out shopping, take the child to the restaurant and department store. Say "bathroom)'. We're in the bathroom".
When cleaning the bathroom ask child to help you. Let him ~ scrub the tub. Say "bathroom".
Play with a dollhouse. Point out the bathroom in the dollhouse.
Look through pictures in magazines and point out all the bathrooms.
Let your child help scoop the cat food out of the cat food can. Say "cat food . "Get the cat food. Let s put down the cat food. Here's the cat food.''
Go to the grocery store and point out the cans of cat food.
Get a little stuffed kitty cat or kitty cat puppet. Pretend that the puppet is eating cat food and say “Cat food. Eat the cat food".
Look at pictures in magazines of cats eating cat food. Mate a collage out of pictures that you have cut from magazines.
At nap time take turns patting each other’s back. Say "Pat, pat, pat, pat", in a sing song voice.
After bath dab a powder puff into some loose powder and pat it on your arms, legs, tummy, etc. Say "Pat, pat, pat, pat. Pat your tummy, pat your knees. Pat, pat".
Put your dollies to bed and pat their backs.
Make cookies or a pie crust, let your child help you pat out the dough. Say "Pat, pat"
Visit a farm or public pond in your area, which has ducks. Listen to their sounds. Call attention to their quack quack sound and imitate it.
Play with a rubber ducky in the bath tub. Say "Quack. quack" all the time.
Point out ducks in books, magazines, coloring books, etc. and say "Quack quack"
Pretend to be a mama duck with her little ducklings quacking behind her.
Turn on a record with a bouncy beat Dance to the music, saying "Dance, dance, dancey dance".
Make your dolls dance. As you move their little legs, say ‘Dance, dance, dancey dance".
Draw eyes, nose and mouth on the back of your hand.With V fingers, make a hand person dance.
When you see people dancing, say the target phrase.
Make gingerbread men. Let them dance, dance, dance into your child's mouth each time she takes a bite.
After parents become comfortable with playing auditory and visual games and with focusing on specific language objectives, it will be time to introduce structured listening objectives. These include: