Telethon Speech & Hearing - Let's talk about it

Let’s talk about it

Talkabout Program

A handbook for parents and teachers



Everyday tasks,
having a conversation,
making friends, sorting
out problems and
having fun all rely
on our speech,
language and
communication skills.

Acknowledgements

Telethon Speech & Hearing would like to
thank the Department of Families, Housing,
Community Services and Indigenous
Affairs for making this resource possible
through funding via the Community
Investment Program.

We would also like to show our appreciation
to Worldwide Printing Solutions and
photographer Tyler Brown of Brown
Photography for such a beautiful suite of
imagery, photographed specifically for
this parent resource.

Finally, we would like to thank all
the TSH families and staff members
who have worked so hard to see this
project to completion.

Contents Fine and Gross Motor Skills 77

Introduction 7 Overview 79
Telethon Speech & Hearing 86
Welcome 8 Motor Skills Milestones
About Occupational Therapy
Language
Overview 9 Supporting Motor Skills Development 88
Gross Motor Skills Development 88
Speech and Language Milestones
About Speech Pathology Fine Motor Skills Development 93
General Language Strategies 11
Listening and Understanding
Good Listening Practices 21 99
Understanding Questions Behaviour Management
Understanding Concepts 101
Following Instructions 22 102
Speaking Overview 104
Vocabulary Development 104
Semantic Organisation 27 Behavioural Milestones 106
Sentence Structure 28 About Psychology
Narrative 30
Speech Sounds 36 Behavioural Management
Play and Social Skills 39 Before You Begin
Play and Language Development
Social Skills Managing Your Child’s Behaviour
Literacy 43
Sound Awareness
44 111
49 Advocacy

51 Your Child’s Greatest Advocate 113

54

57 Transitioning into School 117

62 Starting School 119
119
63 Selecting a School 121
65
123
Preparing Your Child
71

74
Websites and Apps

Useful Websites 125

Useful Apps 126

References 127

The ability to communicate is
a basic skill many of us take
for granted. However, some
children face an uphill struggle
to gain these basic skills due
to having to overcome speech
and language delays.

Telethon Speech & Hearing

Telethon Speech & Hearing About Talkabout
Centre for Children WA (TSH) is a
charitable organisation that helps TSH’s flagship program for children with
children with hearing or speech speech and language delays is Talkabout.
and language impairments learn This program combines highly specialised
how to communicate. education and specialist health services to
help develop speech and language skills
The Centre was founded in 1967 by a through repeated opportunities to experience,
group of parents of children with hearing explore and discover concepts vital for
impairments who wanted their children effective speech and learning.
to acquire good spoken language. From
these humble beginnings, TSH has grown A child enrolled in Talkabout gains the benefits
into WA’s premier provider of auditory-verbal of working with specialised teachers as well as
and speech-language related therapies, Audiologists, Speech Pathologists, Psychologists
programs and services. and Occupational Therapists. This ‘jump start’
to their learning journey helps prepare the child
TSH’s multidisciplinary range of onsite to face the social, communication and literacy
services gives families the convenience rigors of school with confidence.
of one location and the comfort of
dealing with one inclusive, professional For further information about Talkabout
organisation to help their children or other TSH programs, please visit
reach their true potential. www.tsh.org.au or call (08) 9387 9888.

7

Welcome

The ability to understand and be The best teacher is you
understood is critical to being able to
function effectively in the modern world. If you have sought professional help through
programs such as Talkabout, then your child’s
Everything from socialising with friends future is already looking brighter. However
to holding gainful employment requires the most important teacher in your child’s
a gamut of speech and language, life isn’t the specialist – it is you. The way you
social and literacy skills that have their model language and interact with your child
foundations in childhood. on a daily basis is crucial to their ultimate
success in the speaking world.
However, for children with speech and
language delays, some or all of these skills Don’t worry though, you’re not expected to
are not so easy to come by. These children do it alone. Your Speech Pathologist and
may need a more intensive approach to learn Talkabout Teacher are here to help you.
how to understand what has been said, to And this book is here to help you. In it you will
form sounds correctly or to know how to put find strategies to help support your child’s
words together in effective sentences. speech and language development and
activities that you can replicate at home.
Achieving functional speech and language
skills are essential for a child to be able to Have fun and join in your child’s learning
journey – it’s the most rewarding job you will
• Express their wants and needs ever do.
• Socialise with their peers
• Learn The TSH team
• Develop early literacy skills
• Have the confidence to function within REMEMBER! The information in this
resource does not take the place of a
the wider community Speech Pathologist, Occupational Therapist,
• And ultimately, the ability to live Psychologist or other health professionals.
If you are concerned about your child’s
an independent life development, please seek a referral to the
appropriate health professional.

8

Language

“We strive for our children to be understood,
valued and supported through that shared world
of communication.” – TSH staff member



Speech and Language Milestones

Every child acquires speech and How language grows
language skills at their own rate.
However, generally speaking there Birth - 6 months
is a common timetable for when we
can expect to see a child reach babies begin to communicate
certain milestones.
A 12 months
These are not gospel, nor are they set
in stone. You may find that your child B C first words
is a few months ahead in one area, and
a few months behind in another. That’s okay. 18 months

The worry is when a child is more than more single words
six months behind in one or more of the
milestone areas. The following section 2 years
provides some information on how a child
may typically progress. They are included combining words
as a guide only to help track the skills your
child has achieved or to see when you may 3 years
expect them to develop. There are many
online resources which provide a more language grows rapidly
detailed list of milestones, but for summary
purposes we have based these on online ? 4 years
information from PLD Learning Resources asking many questions
and talkingpoint.org.uk (full details in
the References page). 5 years

begin using language to
learn to read

6 years

good communicators

8 years

using language to read and write

11

Babies 0-6 months – Starting to communicate

Understanding and listening Play and social skills

• Turn towards a sound when they hear it • Watch your face when you talk to them
• Are startled by loud noises
• Recognise your voice • Smile and laugh when other people smile
and laugh

Talking Top tips

• Start ‘talking’ to themselves by cooing, • Talk to your child about what you are
gurgling and babbling doing, what you have done and what
you will do
• Demand your attention with coos
or squeals • Respond to their communication –
listen to their different cries, copy
• Have different cries for different needs their babbling

• Sing songs and nursery rhymes or
make up your own silly songs

• Play games such as peek-a-boo
• Explore books – let them turn pages,

chew them and look at pictures

12

Explore books – let them turn pages,
chew them and look at pictures

12 months – First words Top tips

Understanding and listening • Talk to your child about what you’re
doing, what you have done and what
• Listen carefully and turn to someone you are going to do
talking on the other side of the room
• Respond to their communication
• Look at you when you call their name or – listen to their different cries, copy
talk to them the sounds they make, follow their
pointing and gestures
• Start to understand words when a gesture
is used at the same time such as “bye bye” • Sing songs and nursery rhymes or
and “up” make up your own silly songs and
rhymes
• Recognise the names of familiar objects
such as “mummy” and “cat” • Play games such as peek-a-boo

Talking • Show them simple books

• Babble strings of sounds such as “ma- • Explore books – let them turn pages,
ma”, “ba-ba” and “gu-gu” chew them and look at pictures

• Make noises, point and look at you to get
your attention

• Take turns in conversation by babbling
back to another person

• Start to use first words – maybe not
correctly but they say the same sounds
every time they say the word such as “uh”
each time they want ‘up’

Play and social skills

• Smile at people who are smiling at them
• Enjoy action songs and rhymes
• Copy actions
• Look for objects that have ‘disappeared’

13

18 months – More single words Play and social skills
• Enjoy simple pretend play such as talking
Understanding and listening
on the phone
• Understand about 50 common words • Enjoy playing games like peek-a-boo
such as “drink”, “car” and “shoe” • Enjoy playing with toys that make noise
• Ask someone to ‘play with me’ by looking
• Start to understand simple instructions
like “kiss mummy” and “give me” at them or pointing/looking at an object
they want
• Point to familiar objects and people
when asked Top tips
• Keep talking to your child about what
Talking
you are doing and what they are doing
• Gesture or point, often with a word or • Copy the sounds and words they say
sound to show what they want • Let them help you around the house
• Enjoy books, look at the pictures
• Copy gestures other people make such as
requesting ‘more’ by pointing

• Copy words and sounds that other people
say such as “mamma” and “woof”

• Use between 5-20 simple words (may not
always be understood by unfamiliar adults)

14

24 months – Combining words Play and social skills

Understanding and listening • Concentrate on activities for longer
• Enjoy playing with a particular toy
• Understand between 200-500 words • Enjoy pretend play with their toys, such as
• Sit and listen to simple stories
feeding dolly
with pictures • Sing simple songs and nursery
• Understand simple questions and
rhymes with actions such as “Twinkle,
instructions such as “Where is your shoe?” Twinkle Little Star”

Talking Top tips

• Copy sounds and words a lot • Enjoy books together as often as
• Use 50 or more single words (other people you can

now find it easier to understand them) • Sing songs with actions
• Start to put 2-3 word sentences together • Talk about what you are doing and

such as “more juice” or “bye daddy” what they are doing
• Use a number of sounds in their words, • Play listening games such as what

including p, b, t, d, m and w can you hear? – an aeroplane, the
• May leave off word endings at this stage phone ringing etc.
• Can usually be understood about half

of the time by a familiar adult

15

Read stories together and encourage
your child to retell familiar stories in
their own words

3 years – Language grows rapidly • May have difficulty with lots of sounds in a
word such as “pider” (spider)
Understanding and listening
• May have problems saying difficult sounds,
• Listen to and remember simple stories including sh, ch, th and r
with pictures
Play and social skills
• Understand longer instructions such as
“make teddy jump” • Play more with other children and
share things
• Understand simple who, what and
where questions • Use imaginative play such as dressing up
as another person or character
• Understand yes and no questions
• Understand concepts of size (big and little) • Role play what other people do such as
making a cup of tea or doing the washing
and position (in, on and under)
• Identify parts of an object such as wheels • Have favourite things such as toys, books
and TV shows
on a car, nose on a face etc.
Top tips
Talking
• Look at your child when they’re
• Say their name and use up to 300 words talking to show you’re interested in
• Make 4-5 word sentences such as what they’re saying

“want more juice please” • Organise opportunities to play with
• Ask lots of questions about the names of other children

things, new words etc. • Talk about places and events before
• Use action words such as run and fall you go and what happened after you
• Start to use simple plurals by adding ‘s’ have been

i.e. shoes or cars • Read stories together and encourage
• Use I, she, he and we your child to retell familiar stories in
• Use a wider range of speech sounds, their own words

though may shorten longer words
such as “nana” (banana)

16

4 years – Asking many questions Play and social skills

Understanding and listening • Enjoy make-believe play
• Start to like simple jokes
• Understand colour, number and time • Start to be able to plan games with others
related words (‘red’ car, ‘three’ fingers and • Join in and start conversations
yesterday / tomorrow) • Enjoy talking to a variety of people

• Be able to answer questions about why Top tips
something happened
• Look at your child when they are
• Listen to longer stories and answer talking to show you’re interested in
questions about a story they have just read what they have to say

Talking • Organise opportunities to play with
• Use longer sentences and link other children

sentences together to retell a story • Talk about current, past and future
• Describe events that have already events with your child

happened such as “we went park” • Read stories together, encourage your
• Use colour, number and time related words child to retell familiar stories in their
• Ask many questions using words like own words

what, where and why • Let children have a go at doing things
• Use future and past tense, though for themselves

may still make mistakes such as • Plan and practise your child’s news
“runned” for ran before their school news day
• Have difficulties with a small number
of sounds, including r, w, l, f, th, sh,
ch and dz

17

5 years – Beginning to use language to read

Understanding and listening Play and social skills

• Understand spoken instructions without • Choose their own friends and play mates
stopping what they are doing to look • Take turns in much longer conversations
at the speaker • Play long imaginary games
• Play games with rules
• Understand more complicated language • Enjoy communicating with a variety
such as first, last, maybe, in between etc.
of people
• Understand words that describe sequences
(“First we are going to the shop. Next we Top tips
will play at the park.”)
• Look at your child when they are
Talking talking to you. Show you are interested
in what they have to say
• Begin to tell news (with help)
• Use well-formed sentences (may still • Organise opportunities to play with
other children
have some difficulties with grammar such
as “sheeps” instead of sheep or “goed” • Talk about current, past and
instead of went) future events
• Describe the meaning of words and ask
what new words mean • Read stories together, encourage your
• Speak intelligibly using most sounds child to retell stories in their own words
accurately (a few speech immaturities
may remain) • Let children have a go at doing things
• Use future and past tense for themselves
• Join sentences using; and, then,
because and but • Talk about new words and
their meanings

• Plan and practise your child’s news
before their school news day

18

6 years – Good communicators Play and social skills
• Use language in a range of
Understanding and listening
social situations
• Focus on one thing for longer without
being reminded Top tips
• Help them to learn new words
• Learn that the same word can mean • Make time to talk about your day
two things (orange the fruit and orange • Give your child time to talk to you
the colour) • Ask open questions like “Tell me

• Learn that different words can mean the something you liked about today?”
same thing (minus and take away)

• Understand feelings and descriptive
words like carefully, slowly or clever

Talking

• Use language for different purposes such
as asking questions or persuading

• Share and discuss more complex ideas

19

Good communication is two-way and
includes good listening. To help your child,
you will need to demonstrate good
listening skills yourself

8 years – Using language to read and write

Understanding and listening Top tips

• Understand other points of view and • Make time to have a good conversation
show that they agree or disagree with your child every day

• Understand comparative words • Good communication is two-way and
(“It was earlier than yesterday.”) includes good listening. To help your
child, you will need to demonstrate
• Understand and use passive sentences good listening skills yourself
(“The thief is chased by the policeman.”)
• Explain the meaning of new words
Talking
• Make sure your child asks if they do
• Use language to predict and not understand a word
draw conclusions
• Look up the meaning of new words in a
• Use long and complex sentences dictionary. There are online dictionaries
• Use a full range of speech sounds such as http://dictionary.com/

Play and social skills

• Start conversations with adults and
children they don’t know

• Keep conversations going by giving
reasons and explaining choices

20

About Speech Pathology

Speech Pathologists Private Speech Pathology is available by
directly contacting a Speech Pathologist from
• Are specialists in speech, language and the contact details listed at either
communication difficulties
www.pspawa.com.au
• They work to assess, diagnose and develop Private Speech Pathologists Association of WA
a program to help with these difficulties
www.speechpathologyaustralia.org.au
• They also work to support people with Speech Pathology Australia
swallowing, eating and drinking difficulties
It may also be helpful to talk to other
In Western Australia, Speech Pathologists parents whose children have seen a Speech
work in a variety of settings including Pathologist and see if they can make
any recommendations.
• Health Centres and Child
Development Centres When ‘selecting’ a Speech Pathologist,
you may wish to ask
• Schools
• Hospitals • What areas of speech, language or
• Private practice communication they specialise in
• Specialist agencies such as the Centre
• What age groups they see
for Cerebral Palsy, Disability Services • What approaches they use
Commission, Therapy Focus and the • How often they may see your child
Autism Association • What fees they charge

Public Speech Pathology is available
by referral to government agencies or
health facilities. Waitlists will apply for an
assessment and any resultant therapy, and
will vary according to the therapy service
and age of your child. Referral procedures
and locations can also vary, however a
Child Health Nurse, School Nurse, GP or
classroom teacher can provide you with
further information specific to your location.

21

The most important adults in
the language development of
children are their parents, as
children learn from watching,
listening and copying the
adults in their lives.

General Language Strategies

Oral language is a human skillset that Language is more than a system of
uses a defined system of sounds to using words; it is how we connect with
communicate with other people. the people around us. Without language,
a child may not have a voice in the world
It can be a difficult skill for a child to learn and may struggle to express themselves,
because it involves a complex interplay of learn, socialise and to develop self-esteem
skills in the areas of and confidence.

• Knowing and understanding words and Even if your child attends school, as a parent
their meanings you are the one best placed to demonstrate
language use as part of everyday life.
• Listening and processing what is said
• Being able to speak words The key to helping your child learn language
• Being able to apply all of the above into is to lead by example and model good
language in everyday life.
fluent and logical messages

22

Strategies for Language Development - Be willing to discuss topics that interest
your child – yes, that may mean a five
The following are general strategies that can minute conversation about Ben 10 or
be used to help nurture your child’s speech One Direction
and language development.
• Respond to all conversation attempts
Strategy 1: Talk with your child – Respond to what your child says by
repeating the word (“Yes, ball”) or sound
Simply talking to your child in a meaningful (for infants), adding extra words (“Big ball”)
way shows them how words can be used to or praising your child (“Ball, good boy”).
express their needs, wants and feelings.
Strategy 2: Engage your child
• Talk as part of everyday life – Make
sure you speak with your child at every A child who is not paying attention or
opportunity throughout the day. By talking, is not active in the conversation will
you will be modelling everything from how gain little benefit from your attempts to
to ask effective questions, to what words model language.
mean and how to make sentences.
• Use your child’s name to get their attention
• Time your attempts at conversation – Turn – This will help them differentiate between
the television off, or mute it during add speech that is happening around them and
breaks and get a few minutes of talk-time that which is directed towards them.
in then. Also make use of times when your
child has limited distractions around them • Connect with your child – Making eye
such as at the dinner table or in the car. contact and getting down to their level
shows them that they have your attention.
• Talk about the things that interest your
child – This can include

- Commenting on your child’s actions
(“Wow, that’s a really colourful picture
you have drawn”)

- Extending what your child has said to you
by repeating what was said with added
words (“There’s a cat” can be followed by
“Yes, that’s a very big cat),or by asking a
leading question (“Why do you think that
cat is so big?”)

23

Strategy 2: Give your child time Strategy 3: Make language interesting

Children need more time to process what was Children bore easily and will become
said and to decide on what words they need to distracted if your conversation is not
use in response. interesting and fun.

• Give plenty of time – When it is your • Use facial expressions and gestures –
child’s turn to talk do not rush him/her This can help your child stay interested in
into a response or fill the pause with the conversation.
more speech.
• Keep your tone friendly and fun – If
• Wait patiently but expectantly – Look your voice sounds angry your child
at your child in a way that says you are could withdraw. Similarly, if your tone is
expecting them to ‘have their turn’ but monotonous the child may not remain
you’re willing to wait until they are ready. interested for very long.

• Gently prompt your child – After around • Turn everyday phrases into songs – Turn a
five seconds have passed, demonstrate a short phrase into a repetitive song and
comment they could make in response. encourage your child to join in. Example:
Example: “Dolly is over there” ... “Let’s “Where is the car, where is the car?” as you
go get Dolly”. approach your car in a parking lot.

24

Use short sentences – this helps your child to
understand you better and makes sure they
don’t get lost in too many words

Strategy 4: Use appropriate language Strategy 5: Demonstrate your actions

If your own speech is overly complicated, A picture really can be worth a thousand
unclear or negative, a child will be less likely words. Telling a child how to make their bed
to try to understand what you are saying, will be less effective than showing and talking
putting it in the ‘too hard’ basket. them through it step-by-step.

• Use short sentences – This helps your • Ask, demonstrate, recap – If you want
child to understand you better and makes your child to do something, ask them,
sure they don’t get lost in too many words. show them then recap the steps you
went through. This will help your child
• Speak slowly and clearly – This will help understand what you’ve asked, hear how
your child focus on the words you are the words were used and understand
saying and avoid getting lost in the jumble sequencing in following instructions.
of fast or mumbled speech.
Strategy 6: Understanding
• Be direct and to the point – A child may not
be able to guess what you mean if it is not Your child may not tell you when they don’t
clear. Example: Say “Pick your toy up” not understand what you have said.
“Why is this toy on the floor?”
• Talk about new words as your child is
• Be positive – Children respond better to exposed to them – If you use a new word,
being told what they can do, not what they don’t assume your child will be able to
can’t. Example: A child who is told “No, figure out the meaning via context. Clearly
don’t touch that” will be more responsive if explain in simple language what the new
they are told what they can touch i.e. “Let’s word means.
go get Dolly.”
• Encourage your child to listen and follow
• Use words your child understands – Too instructions – Ask them to repeat longer
many new or hard words in a sentence instructions back to you to check they have
could baffle your child and get in the way of understood what you have asked.
their understanding.

25

Strategy 7: Create language-rich Other strategies that can help your child
environments develop better language include

While language is all around us, a child needs • Comment about what you child is doing
direct and positive encouragement to apply or looking at. Generally it is better to
language for themselves. comment than to question.

• Encourage conversation attempts – Comment – “Cat”
Comments and prompts are better than
questions for keeping children involved. Comment – “A black cat”
Example: “Mmm, your ice cream looks
delicious” gives your child the chance to Comment – “Meow. A cat”
respond with more words than if you ask
“What are you eating?” Comment – “Cat’s walking away”

• Stay positive – If your child doesn’t get it Question – “What did you see?”
quite right, simply say it back to them the
correct way. Example: “I goed swimming” • Lead your child into conversations –
... “Yes you did, you went swimming.” Provide sentence beginnings for your
child to complete or ask open-ended
• Encourage other adults to talk with your questions that need more than a yes/no
child – Let’s face it, Grandma and Uncle Fred response. Example: If you want your child
are much more interesting than mum, so tap to name something, lead with “It’s a ...”
into their ability to connect with your child. or “What is this?”

REMEMBER! The most important thing • Help your child find the right word –
is to stay positive, have fun and always Describe the item/action to your child to
remember to OWL! help them when they get stuck. This also
1) Observe your child helps them develop meaning. Example:
2) Wait for them to interact with you “It goes brmm and we drive in it.” (a car).
3) Listen to their responses to you.
Your child’s journey through language may
(Pepper & Weitzman 2004, p.17-19). be a challenging one, especially if they face
hurdles because of speech and language
delays. However, it will also be a rewarding
one that will ultimately help your child better
function in the world.

26

Listening and Understanding

There is one skill that underwrites your In this section we will look at strategies to
child’s development of speech, language and support good listening. This will include good
social skills – the ability to listen. Listening listening practices, as well as how to help
should not be mistaken for hearing, which is your child understand what they are hearing.
sound entering and being registered by the
ears. Listening is so much more.

It’s the ability to interpret the messages in the sound
and requires a sound input, accurate interpretation of
the sound and a resulting understanding of what the
sound is communicating.

27

Good Listening Practices

Strategy 1: Stop and listen
A child who is ‘busy’ will not have their
‘listening ears’ switched on and is likely to
only half process what you have said.
• Move closer – Calling out from across the

room means there is a good chance you do
not have your child’s full attention before
you start speaking.
• Ask your child to look at you – Eye contact
is an important tool for making sure you
have someone’s attention.
• Ask them to stop what they’re doing –
Distractions or a divided attention are two
of the worst enemies of good listening.
Ask them to stop so they can focus on what
you are saying.

28

Strategy 2: You are listening Strategy 3: Non-verbal cues are
important too
Listening is a two-way street. Your child will
take their cues from you as their parent, Sometimes it is not the words that impart
so it is important you model what good the most meaning, but how the words
listening looks like. are delivered.

• Do not interrupt – Even if you know • Listen to your child’s tone and volume – If
what your child is trying to say, do not you ask your child “Is something wrong?”
interrupt them or finish the sentence for your child’s tone can quite often tell you
them. Wait until your child has finished more than the simple “no” they utter
or is genuinely stuck for a word before in response. This is a good chance to
‘jumping in’. show them that how something is said
is as important as the words. Example:
• Give them your attention – Fidgeting, “Your voice sounds like you’re sad, do you
doing other tasks or failing to make want a hug?”
eye contact are all signs you are not
actively listening. Put distractions out • Watch your child’s body language – A child
of your mind and focus your attention who is frustrated, angry or upset may
on what your child is saying. not effectively process what is being said
and may need a chance to settle or to be
distracted from their frustrations before
good listening will be possible again.

29

Good listening practices Understanding Questions
are important but
understanding what is Learning how to ask and answer questions
said is the key to being is an important part of your child’s learning
able to speak and learn. journey. A child who understands how to
Understanding develops use questions will be better able to ask
over time. for help, use questions to foster a better
understanding of the world and to express
Children need to learn what single what it is they need.

words mean and how to follow the A child’s ability to understand questions
progresses from very simple ‘here and now’ to
meaning when words are joined into more complex questions that require a child to
reason or problem-solve.
sentences, conversations and stories.
Using Blank’s levels of questioning (page 31),
a progression of your child’s development
may look something like the following

• Level 1: What is it? (pencil)
• Level 2: What is it for? (I draw)
• Level 3: What else can you use to draw?

(I have textas and crayons too)
• Level 4: What will happen if we leave

the lid off the texta? (The ink will dry
out and the texta will not work)

30

Blank’s levels of questioning The following picture came from Wise
Words Australia and summarises the Blank
Noted researcher Marion Blank (et al 1978) Model of Questions.
looked at different question types and
organised them into four levels of complexity.

Level 1 Level 2

The objects/things are present The objects/things are present (here
(here and now). and now), but the child has to look
What’s that? at them in more detail.
Who’s that?
What are you doing? What’s happening?
What’s the lady doing? What’s in the box?
Find one like this. Where’s Spot?
Find one the same as this. What colour is the ball?
What did you touch? What can you do with a ball?
What’s that called? How are these different?
Tell me something that is a fruit.
? Find one that is.. and...
What can you do with scissors?
Where’s the chicken?

Level 3 Level 4

The objects/things may or may not be The objects/things are not present
present and the questions are more and the child must use reasoning
complex and subtle. and problem solving.

Find one to use with this. What will happen if...?
(knife > fork) What could you do when...?
What will happen next? How can we tell that...?
Tell me something different that... What could we use to....?
What is a ....? (word definition) What can’t we...?
Find the things that are not... Why is a ...made of...?
Following the set of directions > First Why can’t we ride a lion?
open the box. Then put the ball in the
box. Then hide the box.

How are these the same?

(Courtesy of Wise Words Australia)

31

If your child seems to be struggling to Strategy 2: Check their understanding
answer a question, it is vital you help them
learn what the question means and how This is where you identify what it was about
they can answer it. the question your child did not understand.

Strategy 1: Don’t rush in • Rephrase – “Why is it important to keep
your cup upright?” requires your child to
If your child is slow to respond it does not make the connection between the cup
mean they weren’t going to – remember, not being upright and it being tipped
children need longer to process speech. over. “What happens if you knock your
cup over?” would be an easier question
• Don’t provide help straight away – After five to answer.
seconds simply repeat the question and
wait. This refocuses your child’s attention • Recap – Ask your child to recap what you
on the question and gives them the chance have asked. This will reveal if there was
to hear information they may have missed a particular word they didn’t understand.
the first time. If this is the case, explain the word and
then ask the question again.

32

Strategy 3: Sometimes, they just REMEMBER! No matter which strategy
don’t know you have used, once you have helped
your child understand the question and
A child may understand the words of your determine the answer, always go back to
question, but just does not know the answer. the original question.

• Compare – Provide a different context for If your child seems to
the answer you are looking for. Example: be struggling to answer
“How will the spaghetti feel when it is a question, it is vital
cooked? Child -”I don’t know.” Adult - you help them learn
“Remember when we cooked the carrots? what the question
How did they feel after we cooked them?” means and how
they can answer it
• Show them the answer – If your question
relates to an action or activity, demonstrate
the answer. Example: “Can we cut your apple
with a spoon?” – child nods – “Oh look, I can’t
cut it. Can we use a spoon?”

• Narrow the field – Instead of giving
your child the answer, narrow it down
to two options for them to consider.
Example: “What can we use to cut food
with? Can we use a knife or a spoon?”
This focuses their attention on just two
possibilities, with one of them being the
correct response.

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Activity Guide: Understanding questions • Level 3

Activity 1: The book hunt - Ask your child about what the
characters might be thinking
• Level 1
- Point to pictures in the book and ask - Prompt your child to think about
“What is this?” what a character might say
- Ask your child to find things
“Where’s the dog?” - Give the child a small list “Can you find
- Ask your child to tell you what they see the red ball, and then the green one?”
“What is the dog doing?”
• Level 4
• Level 2
- Ask your child “What is happening on - Ask your child to relate how he thinks a
this page?” character is feeling and explain how he
- Ask your child “Who is in the story?” came to the conclusion he did
- Ask your child to identify differences
between things on the page “There are - Ask your child how he thinks a character
two balls. How are they different? – this might solve a problem
one is red and this one is green.”
- Discuss with your child what
might happen to a character after
the story ends

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Activity 2: Guess what it is • Level 3

• Level 1 - Play ‘what am I’ with objects they may
not be able to see, giving clues until your
- Place objects in a bag and have matching child guesses “What am I? – I have four
objects on the table. Have your child legs, you can sit on me, I am at the dining
reach into the bag and feel an item, then table” etc. until your child guesses ‘chair’
ask “Show me what you touched” and
then “What is this?” • Level 4

• Level 2 - Play ‘what would happen if’... “We didn’t
have a chair?” or “The leg on the chair
- Lay out three items on the table and broke?” and work out what you could do
ask questions about what each item to fix the problem
is used for. “Which one do we eat with
(fork), what do we use a fork for?”
Then continue with the remaining
items. “Which one do we drink with?”
(cup), “Which one do we put our
food on?” (plate)

35

Understanding Concepts Understanding the basic concepts is critical
for learning as the basis of being able to
Basic concepts are words compare objects, quantify them and describe
that give added meaning by their appearance and location.
describing specific details of
time, place/location, amount The best way to help your child develop
and emotion. a better understanding of these basic
concepts is to model use of the word in
different contexts.

Typically, a child’s acquisition of the basic concepts looks something like this

3 By 3 years I understand 5 By 5 years I understand

• In • Between
• On • Front/back
• Under • Top/bottom
• Beside
By 3.5 years I understand • Fat/thin

• Big/little 6 By 6 years I understand
• Next to • First, second, middle and last
• On top • Above/below
• Stop/go • Before/after
• Left/right
4 By 4 years I understand • Dirty/clean
• Same/different • Empty/full
• In front
• Behind

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Strategy 1: Physical demonstration Strategy 2: Verbalise with emphasis

• Show your child what the word means • Over accentuate or exaggerate the word
with physical objects – Using objects “Let’s put teddy on the table.”
while you speak of what you are doing
will engage both sight and hearing in the • Use opposites to show comparisons
learning. Example: Put a marble in a box, “Now let’s put teddy under the table.
verbalise stop and go when playing with See, teddy was on, then teddy was under.”
cars, or model empty and full with a cup
in the bath. • Repeat the word numerous times
“You can put the cup in the bath. Now put
• Sing songs or play games that involve water in the cup, wow there’s bubbles
physical actions – Including the classic in your water.”
“Open Shut Them” song for hands or Leap
Frog (“I’m in front, now you are in front”).

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Activity Guide: Understanding concepts Activity 3: Demonstrating same
and different
Activity 1: Demonstrating in and on
• Odd one out – Line up three items, two the
• Nesting objects are good for showing in same and one different and talk with your
and on (i.e. baby’s nesting cups) – “Let’s child about it. Then move on to ask them
put this cup in this one, now it’s your turn which is the same and which is different.
to put it in” or (turning them upside down)
“Let’s stack this one on top of that one” etc. • For an older child do this with three
Puzzles would also be good for this one. different objects, where two share a
similar aspect. Ask which one is the odd
• Get your child to help you pack away one out and what is the same about the
– “Toys go in the toybox, books go on other two. Example: a car, a truck and a
the shelf.” train –a train is the odd one out because
a truck and a car drive on the road and a
• Dressing and undressing are also great train goes on a track. Something that is the
for working on on and in, i.e. “Time to same is they are all types of transport.
put your PJs on, first we need to put your
arm in” etc. • Craft – Draw lines from the top of a piece
of paper down to the bottom, then rip
Activity 2: Demonstrating big and little the paper from top to bottom. Then use
scissors to cut another sheet from the
• Take your child shopping – When selecting bottom of the paper to the top. Discuss
products, choose a big and a little size what was the same / different about what
then ask your child “This one is big, this you did and how the paper looks.
one is little – which one should we get?
Oh the big one”.

• ‘Pair up’ toys that are the same except for
one being big and one being little and talk
about it – you could even take a page out
of the ‘Playschool’ book and name them
according to size (Big Ted and Little Ted)

• Use daddy’s hands vs child’s hands –
“Look at how big Daddy’s hands are, look
at how small your hands are”.

38

Following Instructions

Being able to follow instructions is a key part of
school, social activities or being part of the family.
Children need to be able to understand what is
being asked of them before they can do it.

Being able to follow instructions develops as follows

1 By 12 months of age 4 4 years old

• Understand simple instructions • Follow 2 step unrelated
“no”, “sit down”, “up” instructions “Get your bag and
put your shoes on”
By 18 months
• Follow instructions with up to 6
• Understand simple instructions key words “Put the black box and
“Give it to mum” “stop” the keys under Daddy’s chair”
“come here”
5 5 years old
2 years old • Follow 3 step instructions e.g.
“Get your book, put it in your
2 • Follow simple instructions bag and then put your bag by
the door”
“Put teddy on the table”
“Go and get your ball” 6 6 years old

3 years old • Follow a series of instructions

3 • Follow complex instructions independently

“Find the cup and put it in the
red bucket”

7 7 years old

• Follow a series of complex

instructions independently over

a period of time

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The complexity of the instruction will affect Strategy 2: Be supportive
whether your child understands what is being
asked. Complexity can relate to the number If your child struggles, try not to show
of key words in the sentence, key words being your frustration.
the critical information the child needs to
remember. “Get Dolly” requires a child to • Repeat the instruction – Use the above
remember she is getting Dolly. “Get Dolly for strategy for clear and concise speech.
mum” requires the child to remember both
Dolly and Mum. • Add non-verbal cues – Gestures (pointing,
hand signals), facial expressions or body
Complexity can also be affected by the language can add a wealth of information
number of parts to an instruction. A two- to your question. Example: Your child
stage related instruction involves doing two might not have heard where you want them
jobs with the same object. If the instruction to put something, but pointing will help
involves different objects, then it is an them understand.
unrelated instruction.
• Show your child what to do – If you ask
There are a number of ways you can help your your child to pick their toy up and they
child learn how to follow instructions. First stare at you blankly, demonstrate the
you need to get their attention, by getting action of picking the toy up, before further
them to stop and listen. encouraging your child.

Strategy 1: Emphasise what you • Always remain positive and offer lots of
are asking praise for trying – It’s amazing how much
a little praise does for a child’s willingness
• Talk more slowly – This allows your to keep trying.
child to hear and process each word of
the instruction.

• Put more emphasis on key words –
This will help your child understand which
word is the important one.

40

Activity Guide: Increasing the number Activity 2: Bath time
of key words • 1 key word

Activity 1: Getting dressed - Get the duck
• 1 key word - Make it splash
• 2 key words
- Get the shoes - Kiss the duck
- Find the socks - Put it under the bucket
• 2 key words • 3 key words
- Get mummy’s shoes - Kiss the duck’s beak
- Find the dirty socks - Give daddy the dry towel
• 3 key words
- Get mummy’s red shoes
- Give daddy the dirty socks

41

Activity Guide: Increasing the number Activity 2: Getting ready for school
of tasks in instructions
• 2 stage related instructions
Activity 1: In the kitchen - Find your shoes and put them on
- Get the hairbrush and brush your hair
• 2 stage related instructions
- Take the bowl and put it on the table • 2 stage unrelated instructions
- Get your dishes and put them in the sink - Get your bag and put your shoes on
- Get your hairbrush and then brush
• 2 stage unrelated instructions your teeth
- Get the big spoon and put the dirty bowl
in the sink • 3 stage unrelated instructions
- Get the flour from the cupboard and the - Put your shoes on, get your bag, go and
milk from the fridge sit in the car
- Eat your breakfast, brush your teeth, and
• 3 stage unrelated instructions pack your school bag
- Get the big spoon, put the dirty bowl in the
sink and take the clean bowl to the table
- Get the flour from the cupboard, the
milk from the fridge and put the eggs
on the table

42

Speaking

Speaking is the physical act When you are speaking remember to
of using your voice, lips, tongue
and breath to form words. • Look at the person you are speaking to
• Use a good voice – not too loud or too soft
It’s how we say what we want to say and • Speak clearly
requires a good word-bank (vocabulary), • Keep your body still
knowing how to put words together into • Think about what you want to say
sentences and knowing the rules for talking • Check the person you are talking to
about the past or about plurals. It also
requires the ability to organise sentences has understood
logically in a way that is understood
by the listener.

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A child who has a larger vocabulary will express
themselves better and find learning and reading easier
than a child with a less developed vocabulary

Vocabulary Development Children understand more words than
they use.
Vocabulary means how many words a child
knows. It includes knowing the word as well • The words your child uses is called their
as its meaning and how it relates to other expressive vocabulary
words (semantics). A child who has a larger
vocabulary will express themselves better • The words your child understands is
and find learning and reading easier than a their receptive vocabulary
child with a less developed vocabulary.

A picture of typical vocabulary growth

1 Between 12 - 18 months of age 5 By 5 years old
• Children use their first word • By 5 years the vocabulary
at around 12 months of age they use grows to between
• Between 12-18 months they 2,100 – 2,200 words
use a vocabulary of between
20 – 50 words 6 By 6 years old

• By 6 years the vocabulary they

3 By 3 years old use grows to about 2,600 words.
• By 3 years the vocabulary
they use grows to between They understand between
900 – 1,000 words
20,000 - 24,000 words

4 By 4 years old

• By 4 years the vocabulary

they use grows to between

1,500 – 1,600 words

(Loraine, 2008)
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Strategy 1: Exposure to different Strategy 2: Include printed words in
word environments your child’s day

‘Word routines’ happen when you and your • Vary how your child experiences printed
child are involved in the same activities words – Sometimes read to your child,
on a daily basis and speech is almost an sometimes ask your child to read to you,
automated response. and sometimes ‘read the pictures’ and
make up new stories together.
• Change your child’s daily routine and
activities – Going new places or doing new • Read about different topics –
activities exposes your child to words not Different topics expose your child to a new
used in their ordinary routine. Example: set of words and how they are used.
A trip to the zoo can introduce new words
such as queue (“We have to wait in the • Model reading used in everyday life
queue to get in”), enclosure, tickets – Talk about signs you and your child
and timetable. see in the car and what they mean,
or show/discuss a label with your
• Change the language of your daily routine child when you are shopping together.
– This exposes your child to new words and Example: “Oops, look at this label, it says
helps them understand different words this cheese is hard. We need to find the
with similar meanings. Example: Instead of one that says soft”.
calling out “dinner time”, why not mix it up
with “everyone to the table for tea” or “your
food is ready, let’s all sit down together”.

45

Strategy 3: Understanding word types Nouns objects and items you can
see, hold, touch and feel.
Your child needs to understand how to use A cat
a range of different word-types, as shown in
the table to the right. Adjectives words used to describe
nouns. A big cat
• Use different word types – Whether
it’s how things are named (noun) or Verbs action words. The big cat
described (adjective), all the listed word is running.
types have a role to play in forming
effective communications. Adverbs words that describe the
action. The big cat is
• Provide context for new words or phrases running fast.
– This can be done by using a word they
know then substituting in the new word Pronouns words that take the place of
(This box is big, see how enormous it is?), the noun. He is running fast.
using a comparison they understand (This
box isn’t little is it, it’s enormous) or by Articles a, an, the – occur before
physically demonstrating your meaning the noun. The big cat is
(This box is so enormous I can’t get my running fast.
arms around it).
Prepositions location words. The big cat is
• Help your child understand the running on the path.
relationships between words – This can
include rhyming, words that have the same Negatives make something negative –
sounds in them and words that start with not. He is not running.
the same sound.
Interrogatives ask questions. Is the big
cat running?

(Spielvogle, 2002)

46

If your child uses the same words to describe things,
then expose them to other relevant words

Activity Guide: Learning adjectives Sound (loud/quiet, noisy/silent)

Adjectives are words that describe nouns • Give your child a pile of noise-making
and are an important tool for a child to be objects and help them find out which ones
able share what they can see and what are loud and which are quiet
they are feeling.
• Give your child the name of the object
Size (big/little, short/long, tall/short, thin/fat, and have them guess whether it is noisy
thick/thin etc.) or silent. Example: Lion, yes a lion is loud
– it has a big loud roar. Book, yes a book is
• Nesting objects – put little objects into quiet – it does not make much noise.
big objects
If your child uses the same words to describe
• Sorting the washing – compare Dad’s big things, then expose them to other relevant
t-shirt to the child’s little t-shirt etc. words. For example, if you child constantly
describes their food as ‘yummy’ encourage
• Drawing long and short lines in the sand them to elaborate with words such as ‘sweet’,
• Speaking of everyday things in respect to ‘sour’, ‘crunchy’, ‘chewy’ or ‘delicious’.

their size. Example: A big dog.

Colours

• Ask your child to find objects around the
house that are the same colour

• Give your child a range of coloured objects
and ask them to sort them

• Get your child to match socks by colour
ready for you to fold

• Point out colours of familiar objects
• Describe colour in the context of things

your child is familiar with. Example: “Your
ball is green”, “The sky is blue” etc.

47

Activity Guide: Learning pronouns - Play games that require the differentiation
between boy and girl. This could be shopping
Pronouns are words that take the place of a with boy and girl toys as customers
noun. They are the ‘he’ or ‘she’, ‘me’ or ‘them’ (“What does Teddy want today?”... “He wants
that replaces a person’s name, or the ‘it’ that to buy an apple”), organising a toys’ party
replaces an animal or object name. and talking about what each toy wants as
a gift (“He wants a ball”) or dressing toys in
• ‘I’ vs ‘Me’ – Children will generally use ‘I’ boys and girls clothes (“She needs a skirt”).
correctly at 2.5 to 3 years of age. As these
pronouns talk about yourself, the best way It is important that you stay positive.
to model the correct use is to talk about This means offering specific praise when
what you are doing around the house. your child gets it right (“Well done, you
remembered to say he”) and offering
- While cleaning, “I am picking up the toys” constructive feedback when they get it wrong
- While making lunch, “I like sandwiches” (If the child says “him wants an apple” reply
with “Oh, he wants an apple).
- When a child fetches their shoes,
encourage them to say “I have my shoes” • ‘His’ vs ‘Her’ - Children will generally use
‘his’ and ‘her’ correctly at around 4 years of
• ‘He’ vs ‘She’ – Children will generally use age. ‘His’ and ‘her’ are used when talking
‘he’ and ‘she’ correctly between the ages of about objects that belong to other people.
2 to 3 years.
- Talk to the child about their siblings or
- Use visual aids such as books, members mum and dad. Example: “Tony is eating
of the family, toys or even the television to his dinner and Tina is in her room.”
discuss what people are doing. Example:
“He is eating his dinner” or “She is a - Look through photo albums and talk
princess”. about how people are related. Example:
“This is Tony, this is his mum.”
- Encourage your child to draw pictures of
boys and girls then ask them to describe - Male and female toys with accessories
them. Example: “He has colourful hair” are also a great aid – Put all the toys in
or “She is a girl because she is wearing a pile and ask your child to sort them,
a dress” etc. talking as he goes. Example: “This is
her bag, this is his motorbike.”

48

Semantic Organisation 6) Describing similarities between items
– “Scissors and a knife are both made
Semantics is the meaning of words and of metal, have a blade and are used
how they relate to one another. for cutting.”

The way the meaning of 7) Describing attributes of an item –
new words is learnt and how “An apple is a fruit, it is round, it can be
the information is stored/ red or green, you eat it.”
remembered for later use is
called semantic organisation. 8) Understanding synonyms – words with
similar meaning e.g. small and little
There is usually a progression associated
with semantic organisation, as each level 9) Understanding antonyms – words with
of ordering represents an expansion in the opposite meaning e.g. big and little
understanding of the meaning of the word.
10) Understanding homonyms – words
Typically, it would look something like this with more than one meaning
e.g. write and right
1) Labelling – “scissors”
(Leitao 1993 as adapted by Power 2008)
2) Describing the functions of items –
“Scissors are for cutting.”

3) Making associations between similar
items – “Pencils and crayons go together
because they are both used for drawing.”

4) Categorising or sorting items into
groups – “Cow, horse and pig are all
farm animals.”

5) Describing differences between items –
“Scissors can be used for cutting paper, a
knife is used for cutting food.”

49

Activity Guide: Fostering semantic • Talk about how objects and characters in a
organisation skills book are different and/or the same.

• Sort objects into groups – Cut out pictures • Put objects in a bag – Take turns in pulling
from food catalogues and sort them into two out and describing how they are
fruits, vegetables, meat and dairy. different and/or the same.

• Play “I spy ...” – Describe the object instead • Talk about objects that belong together
of saying the letter or sound it begins with. – Example: “Sock and shoe go together
Example: “I spy something that you eat, it because you wear a sock and a shoe on
is a type of fruit, it is round, it grows on a your foot”.
tree, it can be red or green.” - apple
• Play memory card games – When you turn
• Sort the washing into different groups over the cards you can name the pictures,
say what they are used for, describe them,
- Who wears them? – mummy, daddy, big say how they are different and/or the same.
sister, little brother

- Their size or descriptive feature – big/
small, short/long, spotty/striped, colour

- Clothing group – socks, t-shirts,
underclothes, things you wear when
it is hot/cold

50