1 / 36

Lindgren Child Care Center Early Childhood Professionals Conference

Lindgren Child Care Center Early Childhood Professionals Conference. Sarah Smits-Bandstra, Ph.D. CCC-SLP Communication Sciences and Disorders St Cloud State University Session IV (2:00 – 3:45pm) Jan 7, 2012. Immersing Children in Language. Agenda. Prevention Intervention Enrichment.

luz
Download Presentation

Lindgren Child Care Center Early Childhood Professionals Conference

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lindgren Child Care CenterEarly Childhood Professionals Conference Sarah Smits-Bandstra, Ph.D. CCC-SLP Communication Sciences and Disorders St Cloud State University Session IV (2:00 – 3:45pm) Jan 7, 2012

  2. Immersing Children in Language

  3. Agenda • Prevention • Intervention • Enrichment

  4. Prevention • Knowledge of Milestones is critical • We all know motor milestones • We are less familiar with speaking milestones

  5. MOTOR QUIZ • Rolling over around _______ months • Sitting up at _________ months • Walking at ______ months • First teeth at _______ months • Toilet trained by __________ years

  6. SPEECH AND LANGUAGE QUIZ • Pointing by __________ months • Elaborate babbling (2 sounds, e.g., ba da) by _________ months • First words occur at ______ months • Two words together at _______ months • At least 5 speech sounds (e.g., p, b, m, n, t) by __________ months • By twenty-four months boys have _______ words and girls have ________ words.

  7. SPEECH AND LANGUAGE MILESTONES • Pick at Brochure from the front • Write below something surprising that you learned.

  8. Prevention • Key is to identify children early and refer them early. • Brain is most able to make significant changes in the first 5 years.

  9. What do you do if there is a problem? Roosevelt Early Childhood Center3015 3rd Street NSt. Cloud, MN 56303 Early Childhood Services:Phone: (320) 253-5828Fax: (320) 529-4320Assessment: (320) 252-0415E-mail: roosevelt@isd742.orgPublic Entrance: Door #2

  10. What do you do if there is a problem? Speech-Language and Hearing Clinic 103 Brown Hall 720 Fourth Avenue South St. Cloud, MN 56301-4498 320-308-2092 320-308-6441 FAX csd@stcloudstate.edu www.stcloudstate.edu/csd/clinic/

  11. What do you do if there is a problem? Benton Sterns Education District Early Intervention Services 517 Second Street South | P.O. Box 299Sartell, Minnesota 56377320-252-8427 Help Me Grow at 1-866-693-4769

  12. Prevention • We can make a big difference and prevent problems that arise from becoming long-term problems. • We are critical, how we interact with kids is critical, language models we provide are critical • You should definitely be paid more!

  13. Intervention • Assess the child’s conversation type • Initiator • Responder • Passive • Own Agenda

  14. Intervention • Assess the child’s conversation type • Initiator • Responder • Passive • Own Agenda

  15. Intervention • Assess the child’s conversation type • Initiator • Responder • Passive • Own Agenda

  16. Intervention • Assess the child’s conversation type • Initiator • Responder • Passive • Own Agenda

  17. Intervention • Assess YOUR usual role • Cheerleader • Director • Helper • Timekeeper • Entertainer • Quiet • Responsive Partner

  18. When the roles don’t match

  19. When the roles don’t match

  20. When the roles don’t match

  21. The Responsive Partner • Observe • Wait • Listen

  22. What is the child paying attention to? • Before “butting in”, stand back for a moment to observe what the child is focused on. • Focus on this same thing. • Imitate the child’s actions, sounds and words to show you are interested.

  23. OWL Practice • Get into pairs • One of you be the child, of you the caregiver • Child play with your toy as per instructions • Caregiver teach your child language as per instructions

  24. OWL Practice • Get into pairs • One of you be the child, of you the caregiver • Child play with your toy • Caregiver OWL

  25. Comments • Comments instead of questions • Dinosaurs Roleplay Ideas: Expectant look Noise (hmm, ohh?) What now? Or Now what? Tell me more…

  26. Model at child’s level • Model at child’s level (momodejawampatutum) • RULE: one word more than the child • If child says only a few words, teach a new word by saying it all by itself. • If child says several words (e.g., mommy), add a word (e.g., mommy bye bye) • If child says short sentences (him going) add the missing information (He IS going)

  27. What would the child say? No, help, more Don’t!, Stop it! I don’t like that Can I play? Can I have a turn? Pee or Poop (potty) I am eating I am fast I like it

  28. Shocking Realization! • When you are trying to get a child to talk, you need to talk less and wait more.

  29. Routines Teach the same words and phrases every day, then say less and less, and let the child say more and more. e.g., time to go outside …………. what time is it? e.g., Snowpants on first…………….what now? e.g., I love snack……………………..……mmm e.g., Listen! Mommy’s coming…… Listen!

  30. Engaging the delayed child Will play inappropriate roles May interact with teachers not peers Will not be invited by peers Will not “instinctively” be social and interact with others Need to be paired with SOCIAL child, interactions need to be planned and facilitated as regular part of routines

  31. Engaging the delayed child • Step in – • Set up – • Fade out -

  32. Engaging the delayed childRedirect comments/questions to peers

  33. Second Language LearnersSame problems as delayed child with peers

  34. Second Language Learners

  35. HANEN • WWW.HANEN.ORG • Especially for child-care providers • LEARNING LANGUAGE AND LOVING IT. • ABC and Beyond

More Related