Ready, Set, Talk

Hi everyone, I just completed this parent friendly book for helping toddlers with language development.  Check it out on Barnes and Noble!  Also, coming soon to Amazon.  Check the link below the picture to take you directly to the Barnes and Noble link.




https://www.barnesandnoble.com/w/books/1131237728;jsessionid=7B8BE877583261ED3682F8B20CC41AB1.prodny_store02-atgap14?ean=2940156475599

Language Milestones For Infants 0-3

0-3 Month Language Milestones

Language began developing in the womb.  So it isn’t a surprise that your infant should be meeting certain language milestones at a very early age.  That doesn’t mean that by 3 months old you should be hearing words, however, they should be communicating to some degree.  Language is a two way path with a lot of turn taking moments that occur without you really even noticing them.  Language consists of more than just talking, it also includes understanding and comprehending.  So let’s look at some of the early milestones you likely see in your three month old.

First, your infant should be starting to turn towards sounds.  If a dog barks, does your child look towards and search for what made that sound? 

                Here are a few ideas to help your infant practice this skill:

1 – Provide a variety of sounds for your infant to listen to.  You can use squeaky toys, rattles, bells, or something as simple as clicking your tongue.

2 – Make sure your baby can see what is making the sound – placing it usually about 8 inches in front of them.  Avoid sounds that startle them.  Make the sound, then give your baby a few seconds to respond before making the sound again.

3 – Add a little variety to the above game by moving the toy to either side of your child.  This will help them practice looking for what made the sound.

4 – When the doorbell rings, a dog barks, the phone rings, etc., get animated while your baby is watching you.  Look towards the sound yourself, exaggerate your facial expressions, and even say something such as, “What is that?  I hear the doorbell!”

5 – Give the sound a visual reality.  If the toy squeaks, let your child hold it as they look at it.  If the dog barks, allow you’re infant to touch the dog.

6 – Dance with your child.  This is often a well-received activity.  Move while the music is playing and stop when the music does.  This helps infants to comprehend that the music is something to pay attention to.

Second, your baby should be quieting or smiling to a sound, especially to your voice.  A cry is your baby’s way of telling you that something is wrong.  This is a very early turn taking skill they are developing.  They stop crying as you pick them up to talk to them.  Of course they may cry again before long; after all, their turn taking skills are still developing.

                What can you do to help develop this milestone?  Check out these ideas.

1 – Watch for your child to respond to your talking.  They may show intense interest in your face, stop sucking a bottle, or have an increase in breathing.  You may notice a change in muscle tone or a turning of their head, or make eye contact.

2 – Face to face conversations are great activities to help your child.  Do this by saying a short statement while you are close, and they can see you.  Make your voice animated and playful.  Usually a higher pitch and slower speech with varied inflections are best.  Pause between phrases to give them a chance to respond.  Use your nonverbal communication as well such as a smile, a nod, or a kiss.

3 – Tell your child good things such as how happy you are they are yours, how beautiful they are, etc.  Tell them what they are experiencing.  For example, “Oh, you’re hungry!  Here’s your bottle.  That feels better now.  Yummy bottle.”

4 – Encourage others to talk to your infant as well so they get used to different sounds and voices.

Third, your child should begin to show interest in faces.  Make sure that during your interactions with your infant, you are close enough for them to see your face.  Great times for this would include feeding, diaper changes, and bath time.

Fourth is eye contact.  Babies will begin making more and more eye contact by their third month of life.  Give them plenty of opportunity to look in your eyes while talking to them, singing, dancing, and other such activities.  You may have to call their names or click your tongue to get them to look at you.  Practice it every chance you can and encourage some eye contact.  To begin with, eye contact may be fleeting, but don’t give up.  Keep working on it.

Fifth, your infant will likely begin to change the sounds of their cries.  By the age of three months, you should be able to identify a hungry cry from a tired or frightened cry.

Sixth, your infant should begin cooing and smiling.

1 – Face to face talking is great to help your child practice this.  As mentioned above, make sure you can be seen.  Lots of talking with animated voice and pauses to give your child a chance to respond with their cooing.  Listen intently to their cooing and when they pause, it’s your turn to talk again.

2 – When your child does smile, make a big deal about it.  Change the sound of your voice and clap your hands, for example.

And, seventh, your child should discover their hands.  This may not seem like a communication milestone, however, with this skill, they are working on using their brains.  This skill will help with depth perception, reaching, and understanding that their hands are a part of their bodies.    Some of the following may be helpful:

1 – When you are carrying or feeding your baby, make sure their arms are both in front of them.

2 – Tummy time allows them to have their hands in front of them to help them hold up their heads.  Provide different textures on blankets to allow them to explore with their hands.

3 – Put your finger in their hand and bring it in front of them as you wiggle your finger.  This brings their attention to their hand.

4 – Place something fun on their hands such as a bright colored sock. 

5 – Shine a light on their hands.

6 – Make sure there are toys available to practice reaching. 

7 – During bath time gently pat their hands with a soft cloth, a sponge, or in the water.

8 – Play Pat-a-Cake and kiss their hands or blow on them occasionally during the game.

Why Should I Read to My Toddler?

Why Should I Read to My Toddler?

You are not the only one who has ever asked the question, "Why should I read to my toddler?."  Many people have felt that it is useless as the child does not generally attend to the book anyway.  However, reading is essential to your child's educational future and the earlier you begin, the greater the chances of success.  I have talked before about the importance of reading to your children in the post Read, Read, and Read Some More.  Reading is so valuable and aids in developing many skills!  A few of the reasons include helping a child's imagination, teaching colors, shapes, and many other preschool skills, and in aiding to extend attention spans.  Regarding toddlers, there are several skills that they must develop before they will begin talking.  Reading will aid in developing and mastering many of those necessary skills.

This particular post is introducing a few of the books that I have found to be valuable for toddlers. Not only are these books great for tiny tots, but many older children also enjoy them.

One of my favorite books for children is Eric Carl's The Very Hungry Caterpillar.  Using this book, I have been able to help several children with gaining some imagination by pretending to eat the foods with the caterpillar, feeling very full, and snoring and curling up.  This gives children a great time to practice mimicking the actions of the very colorful and attractive character in the book.  WOW!  This is great because one of the main skills needed before a child will speak is understanding how to mimic.  This is a great book with many potential teaching opportunities.



I also suggest Brown Bear, Brown Bear by Eric Carl.  This is a very fun story that children can get involved in.  It is great to build anticipation and help extend attention.  I have also used this story to encourage turn taking activities by reading part of the book, asking what might be on the next page, and giving the child the chance to take a turn by turning the page.  This story encourages turn taking, eye contact, and joint attention.  It is also great to teach colors by matching and identifying.



Goodnight Moon by Margaret Wise Brown and Clement Hurd is also a well loved story by many children.  One very important pre-language skill that children need to learn is pointing and other simple signs.  This helps them understand communication better as they look for the tiny objects talked about in the story and gesture by pointing, when they have found them.  Goodnight Moon has a lot of pictures of small items that children can find while listening to the story.  It also helps them to understand new words that have meaning behind the words.



I can not emphasize enough how important reading is for children.  Children must hear words hundreds to thousands of times before they will begin to attempt to speak them.  And just hearing words is not enough.  Those words must have a positive experience attached to them - they must have meaning for the child.  For this reason, reading is an imperative part of language.  So have fun with the above mentioned books.  Chances are, your child will love them, especially if you get involved in the story with them and make it a pleasant experience that will be imprinted in their memories.

Good luck and have a lot of fun with your toddler by reading with them.  For ideas on how to make reading a more pleasant experience, refer to my article in this same blog called Read, Read, and Read Some More.  It provides a few ideas on how to help children enjoy story time.  

Stuttering

Ssstuttering

Stuttering is a disorder in communication that presents with the repetition of sounds or words in speech.  Essentially, stuttering is dysfluency - a disruption in or breaking up of regular speech or an interruption in how speech flows.  Stuttering is present in about 5 % of children.  Generally, most children outgrow stuttering in about 6 months.  Most children who start stuttering in young childhood stop by or before age 5.  However, if you notice your child’s stuttering is getting worse or it is accompanied by body or facial movements, it is advisable that you have your child evaluated at about the age of 3.  Keep in mind that only about 1% of children actually end up having a chronic stuttering problem. 

Stuttering is something that occurs to most people at one time or another.  It can be as severe as completely stopping sounds from coming out of the mouth and effecting other body and facial muscles to as simple as someone saying ‘umm’ or ‘uh’ during speech. 

Contrary to common beliefs, stuttering is not generally related to emotional or psychological problems.  Although stressful situations may cause stuttering or creates a decrease in the ability to communicate, it is not generally due to deeper rooted emotional concerns.

Common causes of stuttering include talking too fast, high activity levels, or speech and language delays or developmental problems.  About 60% of stuttering is genetic.  Most children who stutter have a family member that also stutters.  Generally, stuttering occurs when someone processes language in different areas of the brain.  Something happens when the brain sends messages to muscles and body parts responsible for speech.

A few ideas that might be helpful for families of children that stutter follow.

1.        Being patient is very important for parents of stuttering children.  Do your best to take a few minutes of uninterrupted time to allow your child to tell you what they want to say.  Encourage them to slow down their speech by setting the example and slowing your own speech down.

2.       Use meal times as talk times.  Reduce distractions as much as possible and listen to your child, allow them to tell you how their day is going.  Avoid criticizing them when they do stutter.

3.       As much as possible, avoid situations that place your child on the spot.  Unless they are comfortable, don’t make them speak or read aloud when others are watching them.  When a lot of people are around, allow them to do things that do not require a lot of talking.

4.       Avoid criticizing, asking them to repeat what they said, or to ‘think’ before they speak.  Remember, their brain is probably processing language differently than yours is.  Give them time to process it the way their brain does it.

5.       Try to slow down the pace in your home and keep the atmosphere calm.

6.       Give eye contact.  Avoid looking away in annoyance or disgust.

7.       Let your child finish their own sentences.  Pause before responding to keep the pace relaxed. 

8.       Help your child learn controlled breathing techniques that may help regulate not only breathing, but speech as well.

9.       Stuttering in children potentially may cause social discomfort due to teasing.  Communicating with teachers may be helpful to reduce situations where a child is required to talk in front of the class.

 

Teaching Toys for Kids

Teaching Toys for Kids

                In today’s world there are so many toy options for our children.  The dilemma for kids today is not a lack of toys; rather that there are so many toys they have no room to exercise their minds.   Too many toys or toys that are too vivid with bright lights, loud sounds, moving on their own, or that do most of the playing without effort from the child, prevent a child’s opportunity to explore and develop their minds and bodies.

                Children learn more about how the world works regarding natural consequences such as gravity, shapes, colors, etc. by playing with simple toys rather than complex learning aids.  The good thing about this is that most simple toys are already lying around the house.  They are cheap, everyday household items that teach a child while they play.

                Many items that aid children include rocks, flowers, dirt piles, sand boxes, trees and/or tree  swings, blankets, old grown up shoes and clothes, sticks, old utensils, bottles, buttons, and the list can go on and on.   On more than one Christmas morning I have seen toddlers having more fun with the boxes, ribbons, and bows than whatever was in the box.  Below I have listed three effective toys that children gain a lot by playing with and a few of the ways they are helpful.

Blocks

Even for babies playing with blocks is beneficial.  Babies are learning about touch, taste, and sound as they hold, pound, and mouth blocks.  These activities aid in the development of sensory organs. 

It also helps with fine and gross motor skills, which exercises muscle control as they are learning to grasp as babies, and later to stack when they are toddlers, and yet later, to create and adapt.    Along with those skills, blocks help develop muscles and bones in the hand that will later be used for tying shoes and holding a pencil.  Blocks are also beneficial with eye-hand coordination. 

Blocks can also assist in language.  Get down on the floor and play with your child using blocks.  This will give you great opportunities to use new words, talk about colors, numbers and objects, and help your child begin to understand how to respond in conversations.

Their cognition also develops as they begin to build more complex structures with blocks such as trains followed by bridges.  They will use their imagination to create objects that they perceive around them and use blocks to help with solving problems.  Blocks aid in cognitive development and help children with understanding math throughout their school career.  Using blocks will help them in simple tasks such as adding and subtracting to more complex tasks such as fractions.  Although, you would not expect your toddler to learn fractions with blocks, their brains begin to understand the same concepts which mathematical concepts are built upon.  With blocks children learn the idea of gravity as they have fun stacking them up then watching and hearing them crash down.  They also begin to exercise problems solving skills by playing with blocks as they learn balancing, stability, and how to fill in a whole or create something.

If you are planning to by blocks, letters and colors are something to keep in mind.

Balls

                Playing with a ball provides a baby exposure to textures, weight, taste, and color as they explore using their hands, eyes, and mouth.  Having sensory exposure helps to develop nerves and muscles that will have a better balance because they had that experience.

As with blocks, balls will help with the development of fine and gross motor skills.  They will learn the skills of catching the ball as well as rolling and later throwing; skills which work muscle groups that aid in later more mature motor activities.

Balls are a very good toy to help a child understand communication.  Since communication is a two-way, turn taking skill, balls are great pre language activities to teach this concept.  By playing with a ball with your child, you can teach them the concept of turn taking with the “your turn, my turn” repetition which occurs just like in communication.  You can also use word bombardment when playing with balls, describing the ball, how it feels, what it is doing, how your child likes it, etc.

Many activities can be done using a ball that aids in cognitive development as well.  A ball can be used to introduce many concepts such as ‘in’ and ‘out,’ ‘high’ and ‘low,’ ‘fast’ and ‘slow,’ etc.  Balls create an incentive for hand and eye coordination and problem solving.  When it rolls under the couch, they will begin to learn object permanence, means and ends, and cause and effect concepts.

Balls that have a lot of color, unusual textures, or are squishy or plush can also help children with exploring their senses such as sight and feel.  

Boxes and Paper

                Boxes and paper are great tools for toddlers to play with.  For infants they may be less effective because babies frequently will put things into their mouths and boxes and paper will dissolve.  But for toddlers, boxes and paper are great toys. 

                Writing, coloring, cutting and folding are all skills that will develop fine motor muscles in the hands and fingers.  And regarding boxes, lifting, carrying and moving boxes of varying sizes will help children with gross motor, balance, and understanding of weight, size, and shapes.

                During play with boxes and/or paper, children learn how to work together to make something out of the boxes and use imagination to create forts, houses, castles, etc.  They learn coloring and scribbling which are pre writing skills.  They may draw a picture or write a letter for someone special and use language to explain what they drew or what the letter they scribbled says.

                With paper and/or boxes they will learn to create things and to solve problems.  A child might use a box to build a house and other household items to enlarge it such as a blanket over the box and a chair.  They become quite creative in turning simple things into great play toys.  Cutting paper following curving lines is a crossing midline activity that helps with brain organization and exercises both sides of the brain to work together.

                There are three simple objects that are easy to find and/or cheap to buy that are of great value for children’s development.  You will find that a child with fewer toys will expand their imagination and learn a lot through what is naturally around them.  If you feel you want more around for your child, consider some of the following ideas.  When choosing a store bought toy:

1.       Select Toys Without Batteries.  Keep in mind that the more a toy does, the less your child will do.  Toys that do most of the playing rob your child of creativity and imagination.

2.       Select Toys That Encourage Active Play Rather Than Passive Entertainment.  Ask not “What does the toy do for the child?”  Rather, ask “What does the child do with the toy?”

3.       Choose Toys That Have a Variety of Uses.  Consider the different skills that can be developed with the toys you spend money on.  Toys that can easily be handled are good.  Think about how this toy will help your child learn naturally through exploration and problem solving.

4.       Safe and Tough.  If you are spending money on a toy, make sure it will last for as long as the value you placed on it.  Don’t expect more out of a toy just because you spent a lot of money.

5.       Make Sure Your Child Will Be Interested In It.

6.       Consider the Materials.  Depending on age, some materials are more appropriate.  Toddlers would not do so well with glass, for example, and plastic is not generally durable.

7.       Ask Yourself if This Toy Will Spark Imagination.  Some toys have so much to them that they subdue creativity.

8.       YOU Are Your Child’s Best Toy.  When considering a toy for your child, think about how interesting it is for you.  Your child will benefit from your interaction with them during play, at least part of the time, so think of yourself when you select a toy.  Would you play with it?

The Power of Imagination

                One evening I was in the truck alone with my nephew as we were waiting for my husband.  As I talked with my nephew I realized he had no imagination skills.  I knew though, that he would benefit more if I accepted what was and proceeded to do what I could to help him develop imagination rather than to get angry or frustrated with him.  Because I worked with little children, I realized how important it was for him to learn some level of imagination.  Most children naturally have imagination; they will take a flower and turn it into a princess or a rock becomes a car.  But not all children have the natural tendency to imagine.  Helping them to develop this skill is invaluable.

                Some of the benefits of an imagination include social and emotional skills, language skills, nurturing skills, and cognitive or thinking skills. 

                The use of imagination benefits social and emotional skills.  Through imagination, your child will step into a different character’s footsteps.  When they are pretending to be a princess or a warrior, or something else, they expand their social skills because they begin to think like someone or something else.  This has potential for giving them an insight into other peoples reasoning, feelings, and reactions.  This teaches them the valuable moral of empathy.   Other benefits include creative problem solving, importance of turn taking, and sharing responsibility.  And one of the best qualities imagination helps enhance is self esteem.  Through imagination, your child can pretend to be anything he wants to be.

                The use of imagination boosts language skills.  A child will take the words he/she hears from their parents and use them in their own play.  It is not uncommon to overhear a child talking while playing by themselves.  This act allows them to experiment with language.  Through their interaction with adults, they gain words and have some understanding of their meanings.  Then, with their own imagination, they begin placing words together in a way they imagine.  It is a great play of words that allows them to learn.  This often happens when they reenact a story, a movie, or a book they may have had read to them.  They begin connecting oral and written language which will benefit them during their school experience.

                The use of imagination develops nurturing skills.  Children will pretend to cook meals especially after watching their own parents cook.  They love to make cookies and other goodies from play dough, mud, or simply imagination.  Many children will care for a baby doll; feeding it and wrapping it in a blanket.  Some children will pretend to go hunting or shopping so they have food.  Nurturing skills are widely used during pretend play and help children learn how to care for themselves and others.

                The use of imagination enhances cognitive or thinking skills.  During imagination, your child has great opportunities to problem solve.  They may have to think about how to make something, which roles each child will take on, or how to alter roles if they both want to be the same character.  And, most effective with adult supervision, roughhouse play also has its benefits.  In the book, The Art of Roughhousing: Good Old-Fashioned Horseplay and Why Every Kid Needs It, by physician Anthony DeBenedet and psychologist Lawrence Cohen, it explains how roughhouse play stimulates growth in the part of the brain that is responsible for language, logic, and emotional memory.  Roughhouse play helps a child learn such skills as reading social cues, understanding facial expressions, and interpreting body language.  It also helps to develop emotional and cognitive intelligence.  As mentioned above, roughhouse play may need monitoring by an adult as children learn their boundaries.

                So, there are a few reasons why imagination is important in childhood.  Imagination usually comes naturally and as parents, we can encourage and allow imagination that is healthy.  However, lets not forget the children that struggle with natural imagination. 

Referring back to my nephew, I had to walk him through his first experience with imagination.  Together we decided that we wanted to create a dragon.  Step by step, we described his color, size, sounds, and actions.  It took quite awhile to accomplish and several times we had to go back and talk about how it was just for pretend.  By the time my husband finally got back in the truck, we had created a perfect little dragon that he was holding in his hands.  With help, he was able to tell my husband about his dragon.  And it surprised me when several years later, his mom told me how he still talked about the dragon that he had created that night.

To help enhance imagination, you can make sure there are items around for your child to play with that are not necessarily considered toys.  Things like blankets, boxes, empty crates, old clothes, shoes, backpacks, etc.  You can even have old books, stamps, pencils, crayons, stuffed animals, utensils, hats or any other countless items that you are okay with having used, or even destroyed.  These are some of the best toys because they ignite imagination rather than subdue imagination. 

For children who are learning to develop or use an imagination, they may need you to walk and talk them through it a few times.  Other kids are a great help too because they already want to play and they will fill the role easily.  It may be beneficial or necessary to tell the other children to be understanding of those who are still figuring out imagination; and rather than get angry, encourage them to seek an adult to help them out when they start to get frustrated because your child is ‘not getting it’ yet. 

Let the games begin and the imaginations roam freely.  Good luck striking the imagination in your children.  Keep me posted on how this helps out.  Thanks!

Let's Chat

Let’s Chat

                Having a conversation with an infant or toddler is enjoyable.  The experiences they share with adults, through their view, can be quite entertaining.  Talking with an infant is much more subtle but also enjoyable and valuable.  These verbal interactions take place differently for the variant in age of the child; yet, having conversations with children of all ages is important.

                A beginning phase of communication would be with an infant.  The simple interaction between parent and baby send messages to an infant that will affect future communication skills.  A conversation with an infant may go something like this.

                                Baby:  Looking up at the teddy bear mom is holding above her.

                                Mom:  “You like the bear don’t you?”

                                Baby:  Continues to look at the bear.

                That is a very elementary conversation and mom is verbalizing what she sees the baby is thinking.  As long as the baby is attending to the bear, there is a conversation that can go back and forth as mom continues to interact.

                As the child grows, the conversation does too.  A developing conversation may look something like this:

                                Baby and parent are on the couch with a teddy bear. 

The bear falls to the floor.

Baby looks at the fallen teddy bear.

Parent:  “That’s your favorite teddy isn’t it?” 

Parent waits for baby to respond. 

Baby reaches for the bear. 

Parent hands baby the bear.

Baby starts chewing on the bear.

Parent:  “You love your teddy.”

                The difference between the first conversation and the second is the level of the baby’s interaction.  More than just looking now, the baby not only reaches, but also starts to chew on the teddy bear.  The parent interacts and provides verbalization to the thoughts and feelings the baby is experiencing.

                Then - the time that all parents wait for - the baby starts to use words.  By now, most babies have gained a vocabulary from all the previous conversations they have had with their parents.  Mom and dad have provided a lot of words for baby by interpreting into words, the thoughts and feelings baby has previously experienced. 

                Now a conversation may look something more like this:

                                Baby:  Lifts a ball to show dad and says “ba.”

                                Dad:  “Ball.  You like your ball.”

                                Baby:  Hands the ball to dad.

                                Dad:  “Ball.  Red ball.”  Hands the ball back to baby.

                                Baby:  Takes the ball, smiles, and say’s “ba.”

                Dad just reinforced baby’s use of the word ball and enunciated it correctly several times.  Baby feels like dad cares and is encouraged with his effort to verbalize.

                At this point, conversations will begin to multiply.  Because of all the conversations they have had, their vocabulary is broad and their efforts at verbalization have been rewarding.  As they develop greater conversation skills, their single sounds evolve to words, and the single words expand to word combinations.  Enunciation is not always clear as children are beginning to use words.  There are times when parents have to explore possible interpretations to the words children are attempting to say.

                It may go something like the following:

                                Child:  Points to the fridge and says, “ma.”

                                Mom:  “Mama.  Mama’s right here.”

                                Child:  Points again and says, “dink…ma.”

                                Mom:  “Not mama?  Ok.  You want something in the fridge?”

                                Child:  Walks to the fridge and says, “dink…ma.”

                                Mom:  Opens the fridge and notices that baby is looking and pointing at the milk.  “Milk.  You want a drink of milk?”

                                Child:  Smiles and says, “dink…ma.”

                                Mom:  “Ok.  Milk.  You can have a drink of milk.”

                Sometimes it may be difficult to figure out what they are saying, but with effort, it can usually be done.  Under most circumstances the more opportunities a parent repeats a meaningful word to a child, the more quickly the child will say the word or words. 

                So, don’t hesitate to have conversations with your newborn baby.  Talk away!  You are doing your child a favor by giving them attention; and the word bombardment will open their understanding and broaden their vocabulary.  With this practice, when they are ready to talk, they will have a word data base to start with.

                Have fun observing your baby and interpreting for them the thoughts and expressions you see on their faces.  It is a fun, bonding experience.  You will get to know your child better, and they will have more confidence in their efforts.

Read, read, and read some more.

    

    Read, read, and read some more.  Reading is one of the best ways to increase your child's vocabulary.  I have had people tell me before that their child does not like to read or even have a story read to them.  So I have a few ideas that might be helpful.

1.  For really young children, have several hard back books available while you read.  Likely, your child will want to take the book you are reading and play with it.  Best thing to do is let them.  That is why you have several books there.  Pick up another and start to read it.  When your child tires of the first and takes the one you are reading from, pick up the next one.  This helps your child feel comfortable with books and finds story time enjoyable.

2.  Allow your young child to take the lead in stories.  Let them turn the pages, and while that interrupts the story, just talk about the pictures of the page that you are presently on.  This will give your child interest in looking at books and a sense of self control.

3.  If your child does not want to sit on your lap, read the story while they are playing in the room with you.  Just because they are not looking at the book, doesn't mean they are not listening to the story.

4.  Let your child choose the story.  They will find more interest in a story they have chosen and probably will give you more attention.

5.  When possible, bring the story to life.  The story Crunch Munchy Cookies by V.M. Racanelli is a good one for this.  I had a child that would not listen to stories.  After trying everything I knew to engage this child, I decided to act it out with him.  We got together and made a batch of cookies.  He did most of the work.  He measured the flour, poured the ingredients, and even broke the eggs.  All with help, of course.  And yes, one of the eggs oozed down the cupboard door which he found quite entertaining.  But in the end, as we shared a cookie and a glass of milk, we read the story.  Wow did it make a difference.  Suddenly, he was very involved in the book.  We talked about our own experience and how it was so similar to that one in the story.  Reading was suddenly fun.  This child was only 2 years old.

6.  Take your child to the library and make it a parent/child date.  When possible, make it one on one and have an ice cream cone or something afterwards to make it even more special.

     I hope some of these ideas help.  In my experience, they have made a great difference in the way children view books and story time.  Reading exposes children to many new words which increases the chances of success in school.  So please, take time to read daily to your children.

Baby Talk

      Children need to hear a word in context 300-500 times before the word begins to have meaning for them. Because of this, it is important to talk with your child conversationally. Even if this feels strange to talk to a baby that is not verbally responding, you are doing your child a great favor. And, if you observe your child, you will notice a response. He may follow you with his eyes, smile, or coo. They hear you even when you don't think they are listening.

     One of the most effective ways of doing this is by observing your child and learning what interests him/her. What is their favorite toy, activity, or book? Get down on their eye level and show interest in what they are doing.

     At some point, they will communicate with you so watch for that. They will lift something to show you, meet your eyes to make sure you are watching, or some other way of attempting to get your attention. It may be verbal or nonverbal so keep your eyes open to their effort of letting you know what they are interested in.

     Listen to any verbal attempts. Likely they will make some sound to elicit communication with you. This is when it is your turn. Now they have shown you what they are interested in.  You have a pretty good idea that they are trying to tell you about this toy they are holding. Great! Now talk about it. Tell your child about that toy, pet, book, or whatever it is they are showing you. Say the word many times during the conversation. Describe it using that word as often as possible. Touch the toy, point to it, play with it. In just a minute you can expose that word, in context and with meaning for your child, many times.

     This is a fun time for you and your child and a bonding experience as well. Don't be afraid to get down on the floor with them so you are on the same level as they are. Talk to them and listen for their attempts to communicate with you.

     I have had a lot of success with this practice. It is amazing the relationship you can build with your child while you are teaching them. Give it a try. Let me know how it works for you.

Do you have a newborn baby that you are excited about?  It is a wonderful time to have those little babies and we always want the best for them.  This is a perfect time to start your child off on the right path in communication development.  From the start, babies begin to respond to your voice.  You can help your baby by listening for their sounds then imitating them back.  Turn taking is a fundamental base for communication. When your baby coos, let them know how special they are by making cooing sounds back to them.  This is a great exercise that you can do during routine activities and it helps enhance a bonding relationship.

Most parents are excited to have their children say their first word.  I have learned there are a few things to watch for and work with your children before expecting them to talk.

One of the first things that a child needs to know how to do is be able to attend to one thing.  You can practice this with your child by speaking to them, pulling faces, smiling, laughing, etc.  Advance to rattles or a bottle and practice with them to attend to it by showing it to them and letting them have contact with it.

Another good practice is making eye contact with them.  Some children may find eye contact threatening or uncomfortable.  Start with short periods of eye contact and gradually lengthen the time.  Make sure it is pleasant and non threatening.  Give them a reason to look at you by smiling and talking.

Practice with children to understand that just because something disappears, it is not gone.  This is called object permanence.  Peek a boo is a good game to help children understand this.  Also, while your child is watching you, hide a toy they like to play with under a blanket.  Have it near them and encourage them to look for it.  You may have to uncover the toy a few times before your child will start to catch on.

Helping children understand that something results from actions is also a good practice.  For example, if you hit the spoon on the pan, it makes a sound.  Some toys have buttons that will make a sound or pop up a picture.  When children understand cause and effect their language grows.

Turn taking is a communication tool.  Before using words, children learn turn taking with toys.  This can be practiced by playing a 'your turn,' 'my turn' game.  It's my turn to hold the toy, now it's your turn.  The turns generally are very short periods.

Imitation is another pre-verbal skill.  Help a child learn to imitate by first imitating your child.  When they make a sound, imitate it.  One on one play at their eye level will give them more opportunities to watch you and learn to imitate you.

These are a few ideas to start with and I hope you have fun with them.  Thanks, and let me know.