First call

Expressive language is the ability to use spoken words.

Early expressive language starts with early vocalisations progressing to single words and moves through a developmental pattern allowing children to develop skills to use spoken words for a range of purposes including:

The means, reasons and opportunities model (the one with the circles you did for us)- see the text for indication of where to put it.

Plurals, Pronouns, Use of verb tense leaflets: within ‘activities to develop early grammar’ section

• Express needs, wants, feelings
• Volunteer information and make comments
• Direct others
• Give an account
• Start and take part in a conversation
• Use language to interact with peers
• Use of language to negotiate
• Ask a relevant question
• Use language to imagine
• Give an explanation
• Use language for reasoning
• Use language descriptively

Please explore the following sections for more information:

About expressive language & top tips

Generally a child will be able to understand language before being able to use it expressively. Children who are having difficulties using spoken language may also have difficulties with attention and listening, vocabulary development, understanding and speech (please see appropriate sections).

Children who are experiencing problems with expressive language may:

• Have difficulty putting words together
• Only use key words and miss out the ‘little’ important words such as, ‘is, the, a’
• Have difficulty using correct word ending such as ‘–ing’ for the present tense and ‘-ed’ for the past
• Have limited and/or inappropriate vocabulary
• Have difficulty in finding the right word
• Have difficulty putting words in the right order in a sentence
• Use non-verbal communication (e.g. pointing, gestures, taking an adult to an item) instead of speech or to accompany speech

You can help by:

• Making sure that talking is fun and worthwhile for your child. It is mainly through play and real life situations that children learn to talk.
• Speaking slowly, calmly and gently. Give the child an easy pattern to follow.
• Listening to what the child is saying, instead of focusing on their pronunciation.
• Letting the child know you are listening by turning to face them.
• Being positive and giving praise and reassurance in order to develop the child’s confidence.
• Trying to reduce background noise when you want to talk to the child.
• Following the child’s interests.
• Trying not to ask too many questions.

Remember, children get fed up with naming things which they know the adults really know!

Key word levels (expression)

One word level

First words generally appear around 12 months of age and are commonly:

• Labels for important people, animals and toys in the child’s life e.g. mummy, pet’s name, teddy
• Words to express wants and needs g. no, again, more
• Familiar objects e.g. cup, book
• Social words e.g. hello, bye bye
• Things of particular interest g. trains
• Symbolic words e.g. choo choo, moo moo

Short phrases such as ‘all gone’, ‘sit down’, ‘get up’ are learnt as one unit and are therefore classed as being at a one word level rather than a two word level.

Two word level

When a child has around 50 words, they begin to join words together e.g. ‘Daddy gone’, ‘want drink’, ‘Mummy car’. These could have several meanings e.g. ‘this is mummy’s car’, ‘mummy has gone in the car’, or ‘let’s go in the car, mummy.’

At this stage, the child begins to use a few action words e.g. cry, sit etc. They try to talk about events using a mixture of jargon and words. They will ask for help (e.g. ‘wash hands’) and begin to ask questions.

Three word level

At around three years of age, the child begins to join three words together and possibly four e.g. ‘Daddy gone work’, ‘Mummy go shop’.

Gradually the child will begin to use a wider variety of words as their understanding of the world around them grows e.g. descriptions using size (big/little); positions (in/on/under); colours (red/blue/yellow/green); properties (wet/dirty); emotions (happy/sad) etc.

Activities to develop key word levels

To produce a range of play noises modelled by an adult. E.g. shhh; mmmm; ssss

• Join the child at his choice of play and model play sounds e.g. ‘brmm’ when playing with cars; ‘shhh’ when a toy is sleeping; ‘sss’ for a snake hissing/sausages frying; ‘ch ch’ when playing with trains. Begin to make the noise and then pause, waiting for the child to join in.
• To produce a range of play words modelled by an adult. E.g. splash; bang; wheee; crash; pop; beep beep; animal noises; everyday noises (e.g. ring ring; knock knock)
• When playing with small world toys, demonstrate a doll going down the slide, saying ‘Whee’. Give the doll to the child to copy.
• When singing ‘Old MacDonald’, use toy animals to support the child’s comprehension. Sing the song slowly, pausing after you have made the animal noise.

To use a range of early words spontaneously. E.g. more; again; gone; bye bye; fall down, help.

• Encourage the child to wave and say ‘bye bye’ to familiar people at appropriate times.
• Join a child at their choice of activity. Imitate their actions with the toys e.g. running a toy car over their body; building a tower of bricks; building a sandcastle. After repeating this several times, pause, and wait for the child to indicate that they want it repeating. Model the use of ‘again’ before repeating the action.
• When playing in the sand pit, hide a favourite toy and say ‘gone’. Encourage the child to find it again.
• Provide small amounts of food and drink at snack time and wait for the child to ask for ‘more’. Prompt the child by modelling the word.
• Blow some bubbles and encourage the child to pop them. Ask ‘More?’ and blow again. Next time, wait until the child attempts to ask.
• Place a toy out of reach (but in sight) or do up the bubbles lid too tightly so that it gives the opportunity for communication. Model ‘help’ to encourage them to request.

To use an increasing number of single words (nouns and verbs). In developing the use of language, ensure that the child is familiar with the objects/pictures and is able to give them on request (demonstrating one word level understanding).

• Use a feely bag containing objects or pictures. Encourage the child to name each object as they remove it from the bag.
• Make a photograph book of the child’s family members, pets, favourite objects/toys. When looking at the book, encourage them to name them by saying e.g. ‘Who’s that? It’s……..’
• Use lotto games/inset puzzles. The adult offers a piece to the child and says ‘It’s a ….’ Let the child replace the piece and encourage them to name it. Model the word if they make no attempt to say it.
• Place pictures/photographs face down on a table. The child selects a picture, and posts it into a post box when they have named it. This can also be used with verb (or ‘action) pictures, with the adult saying ‘Look, the boy is……..’
• Make a fishing game with pictures or photographs of objects or actions attached to the fish. As the child catches the fish, they name the object/action.

Introducing ‘action’ words or verbs is really important to help develop a child’s sentence structure. Other activities to help develop the use of verb words are:

• Using action songs e.g. ‘the wheels on the bus go round and round’, ‘this is the way we wash our hands’ etc.
• Using small world characters that your child enjoys to demonstrate different actions e.g. kicking, sitting and let the child have a turn at telling the character what to do giving them a chance to use their verb words.
• Throughout the day, talk about what you/others are doing e.g. ‘look that baby’s crying’ and encourage your child to do the same. Giving sentence prompts may help e.g. say to your child, ‘look that boy is…’ and wait for them to respond.
• Throughout play activities, ask children to run, jump, clap their hands. Let the child have a turn at asking the others to do an action.

To use short phrases containing two key words.

• Respond to a child’s single words by modelling back a two word phrase e.g. if the child says ‘car’, the adult responds ‘Yes, mummy’s car’ or ‘Yes, driving the car’.
• Use action pictures/photographs in the posting and fishing games. Encourage the child to describe the actions using two words e.g. ‘Mummy brushing’, ‘Mummy hair’ or ‘brushing hair’.
• During creative activities, encourage the child to describe objects using simple adjectives e.g. ‘red car’, ‘blue scissors’, ‘big brush’.
• Encourage the child to talk about what they are doing in the home corner. Model two word phrases initially e.g. ‘washing cup’, ‘feeding dolly’.
• Ask the child to be in charge and give instructions during a small group activity e.g. ‘touch nose’, ‘clap hands’ etc.

To use phrases containing at least three key words.

• Respond to a child’s two word phrase by modelling back a three word phrase e.g. if the child says ‘mummy hair’, the adult responds ‘Yes, mummy is brushing hair’.
• Model phrases about objects which interest the child during his choice of activity e.g. ‘train is going to the station’, ‘the tractor is pulling the trailer’.
• Use pictures to sequence familiar stories and encourage the child to talk about what is happening.
• Use a puppet or picture as a visual stimulus for the child to discuss e.g. introduce a puppet with a plaster on his knee. Encourage the child to talk about what they think has happened.
• Be silly! Ask the child what you have done wrong e.g. put a sock on your head.

Activities to develop early concepts

Children will need to understand concept vocabulary before they are able to use it expressively (please see concept development in the understanding section).

COLOURS

To name up to four colours

Language: Red; yellow; blue; green; colour(s); Which one?

• Tie ribbons to coloured balloons (e.g. red ribbon to red balloon). Ask the child to choose one of the ribbons and pull out one balloon. Encourage the child to name the colour of the balloon they have chosen.
• Have a range of coloured transparent sheets/materials (cellophane, acetate, perspex). Give the child the opportunity to experiment with the materials, looking through the pieces and saying what colour they can see.
• Play games which include colours e.g. jigsaws and matching games. Encourage the child to name the colours as the game is played.
• Have a selection of red and blue bricks. Encourage the child to tell you the colours as they build a tower of bricks. Increase the amount of bricks and colours which are used once the child becomes familiar with the colour names.
• Share books which are on the subject of colours. Ask the child to name the coloured objects/characters in the book.
• Make a colour table or special box containing items of the same colour. Ask the child to find more items. Encourage the child to name the items as they find them.

TOP TIP: Begin by focusing on one or two colour names and then increase the number of colours.

SIZE

To describe objects as big or little

Language: little; big; which is..?

(Remember children may use ‘small’ instead of ‘little’)

• Have a very large teddy and a very small teddy so that the difference between the two is very clear. Hold the big teddy and say ‘I’ve got big teddy’. Point to the little teddy and say ‘There’s ……..’
• Ask the child to put the hat on the big (or little) teddy and encourage them to say the words as they do.
• Provide a selection of children and adult’s clothes. Play games where the child chooses a piece of clothing to put on e.g. a big hat, and say whether it is big or little.
• Play rolling, throwing and catching with big and little balls.

TOP TIPS: Start with big objects and give the child chance to begin to understand the concept of ‘big.’ Then introduce small items.

Make sure that the small objects are very small and the big objects are very

big, so that it is easy to see and understand the difference.

Use gesture and a ‘big’ or ‘little’ voice to emphasise your meaning.

LENGTH

To describe objects as long or short

Language: long; short; which?

• Roll play-dough sausages and ask the child to say whether it is long or short.
• Have a variety of ribbons or strips of fabric to play with during outdoor play, some very short and the others very long. Let the child explore the ribbons and use the words ‘long’ and ‘short’ to describe them.
• Use tights/socks to make snakes. Encourage the child to talk about the lengths of the snakes.

TOP TIPS: Make sure the objects are very short or very long!

When you say the word ‘long’ extend it e.g. ‘L—o—n—g’. Say the word quickly to indicate ‘short’.

POSITION

To use language to describe position

Language: in; on; under

• Read ‘The Three Billy Goats Gruff.’ Ask the children to re-enact the story using puppets and props and describe the positions of the characters throughout the story e.g. ‘The troll is under the bridge’.
• Use obstacle courses/climbing frames and ask the child to hide around the equipment. Ask ‘Where are you?’ Encourage the child to answer e.g. ‘I’m in the tunnel.’
• Using the sand tray hide one of the familiar toys e.g. a dinosaur. Say ‘Where is the dinosaur?’ Encourage the child to describe the position of the dinosaur e.g. ‘he’s under the bucket.’

Early grammar

As a child’s understanding of word endings, word order and structure develops, the child begins to use those elements in spoken language. The development of grammar occurs in stages, as the number of words used increases.

Tenses – children begin by using the present tense ‘-ing’ e.g. ‘it going’. By around 4 years of age, they are able to use the past tense, though not always correctly e.g. ‘me falled down’, ‘he wented’. Talking about future events is the most difficult for children to learn and to express grammatically in spoken language.

Negatives – children use ‘no’ at an early stage to refuse/reject an object or action. This later develops into the use of the word ‘not’ and later still the shortened version e.g. ‘don’t’, ‘won’t.’

Plurals – ‘s’ is used early on in development to mark more than one of something e.g. ‘my cars’, ‘apples’. Remember if the child cannot produce the sound ‘s’ they will not be able to use plurals. Some children will not develop a clear ‘s’ until they are 5 years old.

Pronouns – children begin to use early pronouns ‘you’ and ‘me’ at around 3 years of age. They then begin to use other pronouns such as ‘he’, ‘she’ and ‘they’ before developing ‘his’, ‘her’ and ‘their’ at a later stage.

Possession – at around the age of 3 – 4 years, children begin to use ‘s’ to show possession e.g. ‘mummy’s hat’, ‘daddy’s book’.

Question words – by age 3½ children are using ‘what’, ‘where’, ‘who’ questions routinely. Later they begin to use ‘when’, ‘how’ and ‘why’ to question. By 4 years of age, sentences are becoming grammatically correct most of the time. For further information on question forms, please see ‘understanding reasoning and thinking’ in the ‘understanding’ section.

Activities to develop early grammar

PAST AND FUTURE TENSES

To use the past tense to describe an action

Language: action words ending in ‘ed’ e.g. jumped, painted, looked

• Copy me- perform an action e.g. jump into a hoop and then ask ’What did I do?’ be careful to use a verb that in the past tense has an ‘ed’ form. Repeat this with a variety of actions and ask the children to describe what you have done.
• Simon did- ask the child to copy an action as in ‘Simon Says’, and then ask ‘What happened?’

To use the future tense e.g. ‘going to…..’

Language: ‘going to.., we will’

• Using a visual timetable encourage the children to say what will happen next in the pre-school/school e.g. ‘We will have a snack.’
• Plan a party for the pre-school/school. Decide what will be needed e.g. ‘We will eat sandwiches.’ ‘We are going to have some crisps.’
• Choosing games such as dressing up. Ask the child to choose clothes to wear ‘I am going to choose the hat.’ This can be extended in other activities e.g. choosing which colour paper they would like to use or which toy they would like.

NEGATIVES

To use ‘yes’ and ‘no’ appropriately.

Language: yes; no

• Ask questions occasionally which encourage a ‘yes’ or ‘no’ answer from the child e.g. ‘Would you like a drink?’ ‘Is this your coat?’
• Play hiding games using children and objects e.g. in a story ask ‘Is this the dog?’ ‘Do you think Michael is behind here?’
• Share story books and ask ‘Can you see …?’ Encourage the children to respond ‘yes’ or ‘no.’ (This is a very early stage of development and most children will not need additional activities.)

To use ‘not’ + object/action.

Language: not

• Encourage the child to describe actions during group games e.g. ‘Jonathan is jumping.’ ‘Katie is not jumping.’
• Ask the child to hide an object in the playhouse or around the room/outside. The adults and other children ask questions to help find it e.g. ‘Is it in the sand?’ Child responds ‘Not in the sand’

PLURALS

To use simple plurals.

• Respond to children’s requests literally- e.g. when a child asks for his/her shoe lace to be tied, only tie one.
• Organise a toy tea party for dolly, teddy etc. Ask the child what is needed. Encourage them to reply e.g. ‘We need plates, cups’ etc.
• Look at a range of books and talk about how many items or objects are featured in the page. For example, ask the child what they can see in the picture so that they are able to respond ‘There are three frogs’ or ‘There are lots of flowers’.
• Use stories where there is one or more character e.g. Noah’s Ark. Talk about the animals in pairs e.g. two elephants.

PRONOUNS

To use simple pronouns e.g. ‘he’, ‘she’, ‘they’.

Language: he; she; they

• Look at a collection of photographs/pictures of boys and girls and encourage the child to describe what is happening e.g. ‘she is swimming’, ‘they are eating.’
• Read a story about a girl or boy or both, emphasising the pronouns e.g. James went to the shops, and Sally – she went to the park. Then ask questions e.g. ‘Where did she go?’ using the pictures as prompts.
• Draw two blank faces with the only clue to girl/boy being their names. Draw or cut out facial features on card and stick them on to the boy/girl. Ask the child to describe the features of the faces e.g. ‘She has blue eyes’, ‘He has black hair.’
• Using boy and girl dolls/puppets carry out simple actions and ask the child what the doll/puppet is doing e.g. ‘He is jumping’, ‘they are sleeping’.

POSSESSION

To use possessive pronouns e.g. his, her, their.

Language: his, her, their

• Dress two male and female dolls/puppets in clothes. Take their shoes, coat and hat off and put them in a pile in the middle of the floor. Ask the children to choose a piece of clothing and ask them ‘Whose is it?’ Look at the clothes in more detail. E.g. ‘This is her jumper, her jumper is red’, ‘Their shoes are black.’
• Model phrases such as ‘Put it in her drawer-Sarah’s drawer’ and point to reinforce the instruction.
• Using pictures or dolls, say point to ‘his’ or ‘her’ nose. Ask the child to direct you to point to the boy’s/girl’s body parts e.g. ‘Point to their feet.’
• In a group highlight children with similarities e.g. same colour shoes. Show the group, ‘Their shoes are brown.’ Get them to have a go.

QUESTION WORDS

To ask questions involving ‘what?’ ‘where?’ ‘who?’

Language: what? where? who?

• Give each child an opportunity to be in charge at snack times and encourage them to ask the others what they would like to drink or eat.
• Similarly a child is a waiter in the home corner cafe and is encouraged to ask the other children what they would like to eat and drink.
• Show and tell sessions. Children bring in objects from home and talk about them. Encourage the rest of the group to ask questions about the objects.
• Re-enact familiar stories, encouraging children to join in with simple repetitive phrases e.g. ‘Who is that trip trapping over my bridge?’ ‘Where’s Spot?’
• What’s in the bag? One child knows what object is put in the bag, while the others have to try and work it out, asking questions such as ‘Where is it from?’, ‘Who uses it?’, ‘What is it made of?’

JOINING WORDS

These are the words that we use to join two pieces of information together in one sentence.

Language: and, because, then, so, but

• Have a selection of items e.g. pictures/toy foods and model the use of the word ‘and’ e.g. ‘please may I have an apple and some crisps and some chocolate?’ Then ask the child to take a turn, encouraging them to use ‘and’ themselves.
• Play silly games with some ‘why?’ pictures and ask the child ‘why?’ something has happened to encourage them to use the word ‘because’. You can model this for them first.

TOP TIP: You can also use the ‘why/because?’ jigsaw on the Twinkl website.

Activities to develop expressive language skills in older children

Barrier games

This can be used for both talking and listening. The child or children either side of the barrier have identical sets of equipment.

One child has a picture or constructs an assembly of objects and then gives instructions to the other to enable him/her to duplicate the picture or assembly.

How do I feel?

In a small group imagine a situation and talk about how you would each feel and what you might say (speech bubbles resource is good here).

Silly stories

Collection of objects/pictures, e.g., horse, lady, man, child, dog, ball, pirate, dinosaur. Adult starts story “Once upon a time there was a dinosaur”. Next child (house) continues the story “He lived in a house made of chocolate”. Next child (ball) “One day he found a ball under his bed” …..

Narrative

Colour Coding approach. Children take one colour question ‘Who, What, Where, When’ and sequence a story using their own ideas. For more information, visit http://www.talkingpoint.org.uk/resources/colourful...

Mind map activities

An excellent way for supporting new vocabulary and talking.

Defining and describing

Have a range of objects in a bag or a range of pictures. One child takes an object or picture and is allowed to give 3 pieces of information to describe their item. The rest guess.

Question

Barrier game. One child has an object or picture and the rest ask questions to find out what it is. You cannot say the name of the item.

A good resource is guess Who?

What do you know?

Use a composite picture and take turns in the group (mini circle time). Each child gives a new piece of information about the picture. Extend by talking about a particular object or event in which everyone has been involved.

Tell me how to do it

Use a classroom activity or event which has already been experienced and get a child to re-tell the event in his/her own words.

Allow a child to explain to the others how to play a particular game.

Developing story telling (narrative) skills

• Expose children from an early age to stories.
• Talk about the ‘beginning, middle and end’ of stories you read together.
• Use visual resources e.g. a story frame to think what happened first, next, then and last.
• Make good use of question forms such as ‘Who, What, When, Where & Why” to develop reasoning skills.
• To encourage inferencing and predictions, ask questions such as: What could they have done differently? How could they have done things better? What do you think they mean by that?

TOP TIP: Ask your Speech and Language Therapist about the Blacksheep resources to support narrative skills.

Sequencing skills

Sequencing is an essential skill which underpins many aspects of speech and language. It is the ability to recognise and predict pattern and order. We need sequencing skills to give information such as telling someone about a specific event.

Speech and language is all about sequences:

• Sounds in words
• Words in sentences
• Recalling a sequence of events
• Describing a sequence of actions
• Following a sequence of instructions
• Rote sequences such as days of the week, numbers, alphabet

As children approach school age they will need to learn the special vocabulary of sequencing, words such as start, next, finish or first, second, third.

TOP TIP: Some general work on sequencing will be beneficial for all children but particularly for children with specific speech and language difficulties such as dyspraxia.

Visual sequencing activities

There is often more than one word that can be used in sequencing e.g. first or start, middle or next etc. It is therefore important to decide, in planning, the vocabulary you will use. Use this regularly and consistently, allowing for lots of opportunities for repetition. Make sure that everyone uses the same vocabulary. Begin with visual pattern experiences.

Display visual timetables depicting the routine of the pre-school/school. If the pictures are velcroed to the wall the children can sequence the events themselves.

Copy and continue patterns of two items:

• Pegs in a peg board
• Threading cotton reels/beads
• Building a tower of bricks
• Clothes on a washing line e.g. sock, glove
• Lining up – boy, girl
• Line up coloured cars and trains, farm animals
• Compare bears, mini motors, mini fruits etc.

Increase the number of objects as the child becomes more competent.

In group games encourage children to copy an action after you. Introduce another one, then see if the child can sequence the actions e.g. wave, then clap. Puppets could also be used to demonstrate the actions.

Dressing and undressing skills are useful to encourage a child’s ability to sequence. They need to know the order in which the clothes are put on. This can be practised when getting undressed for P.E. or dressing a doll or teddy. Commercially made picture games can also be used.

Auditory sequencing activities

This involves the child following sequences of information that they have heard rather than seen.

• Make sequences with all sorts of noise makers/musical instruments (seen and heard)
• Copy the sounds of two different animals in sequence e.g. moo, quack, moo, quack.
• Action songs and rhymes e.g. Heads, Shoulders, Knees and Toes.
• Make sequences of speech sounds related to Jolly Phonics pictures – p, s, p, s. You could make this into a game e.g. race track or ladder. Make sure the child can make the sounds you incorporate.

Word finding difficulties

Learning vocabulary is an ongoing, lifelong process. Each new word has to be effectively processed, stored and then retrieved when needed. Some children have difficulty recalling names for people and objects. Many of us experience this from time to time when we say the word is ‘on the tip of my tongue’.

Strategies to help with word finding difficulties:

• Encourage the child to use gesture or mime to supplement speech.
• Ask the child to show you what they mean, by pointing to the object or a picture of it.
• Cue the child in with the first letter or syllable e.g. ‘It’s a ba…..banana’
• Give the child choices to help him/her remember the word e.g. is it a carrot or a potato?
• Avoid speaking for the child. This may frustrate them or stop them from trying.
• Reflect back and question – repeat the child’s phrase.
• Accept any reasonable attempt at a word. It doesn’t have to be perfect. The important point is the child to get his message across – COMMUNICATION in its widest sense.
• Closure – use a build up sentence but let the child ‘close it’ by saying the last word e.g. ‘You’d like a drink of…….. ‘ or ‘You need to go to the ………’

Please see the ‘vocabulary’ section for further information and activities.

Research has found that children and babies learn to communicate when they have a means, a way of communicating, opportunities to communicate and reasons to communicate.  They also need adults who are responsive to how they communicate.

Means

• Speech
• Signs
• Symbols
• Facial expression
• Gesture
• Touch
• Behaviour
• Vocalisation
• Written word
• Objects of reference
• Eye contact
• Body movement
• Physical posture

Reasons

• Basic needs - request / refuse
• Express feelings - get attention
• Want something to happen or not!
• Give and receive information
• Make and maintain relationships
• Pleasure of chat - socialising

Opportunities

• Time and space
• Real choices / options
• Responsive people and environment
• Shared 'language' and interests

For example:  if your child is in the garden playing on their own and everything is available to them, they do not have any reason to communicate as they are happy and can meet their needs independently. You are not there so there is no opportunity for them to communicate and a means of communication will not be developed as this is not being modelled to them by an adult.

Means of communication

Everyone needs a means to communicate but there is a lot more to communication than just talking! Think about Pingu and Mr Bean, they do not not use many words but everyone understands what is happening including what they are thinking and feeling. Communication can be verbal, for example babble, making noises, saying words, phrases and sentences or non-verbal for example; crying, facial expressions, showing emotions, pointing, gestures or using signing or symbols. Research show that only 7% of communication is verbal, even for adults, therefore developing non-verbal communication is really important. It is also importamnt for all of the adult in the childs environment to be aware of their preferred method of communication whether its verbal and/or non-verbal.

Observe your child: How do they communicate?

Spend some time watching and observe your child to see what methods of communication they use.  Do they make eye contact, pass you things, tap you, take you by the hand, point, reach for items or gesture. 

Just because they might not be talking does not mean that they are not communicating.  Interpret their attempts at communication as meaningful.

Reasons for communication

Everyone needs a reason to communicate. Children are unlikely to communicate unless they really want to and are motivate otherwise there is simple no point.

 Children may communicate to:

• express feelings; e.g. tired, hungry, poorly, happy, etc.
• indicate wants and needs e.g. to make requests, choices, reject items or to gain attention

Later children may communicate to greet, instruct, comment, ask questions or for the pleasure of chat, socialising, forming relationships and to share information.

What is your child motivated by?

Identify the things that motivate your child. For example; they might love certain food, toys, activities, songs, TV characters, rough and tumble play, numbers or letters, materials such as sand and water, ordering, filling and emptying. 

We much encourage communication by creating opportunities for children to request the things that motivate them.

Opportunities to communicate

As parents and carers and adults we need to provide opportunities for children to communicate.  Strategies to help include:

• Not anticipating your child’s needs: as adults we are very good at anticipating what our child needs or wants.  For example day they have a drink of milk first in the morning so normally you would get it out for your child. This is good to establish routines initially however if done repetitively it wastes and opportunity to communicate.  Instead you could put their empty bottle out and wait to see how they communicate. Always model appropriate communication at these times using a single word such as drink, want, gone, more or milk.
• Avoid the helper role: wait and see what your child will do, don’t jump in too quickly. If they need help with something this is a good opportunity to communicate and ask for help using any means.  For example they might bring the item to you, they might pick it up, bang it, or take you to the item.   Remember to model a key word such as help, open, want, etc.
• Ensure that they have someone there to communicate with who can pick up on their subtle attempts at communication. It’s really good to follow your child’s lead and join in with their choice of activity. Try to ensure that others such as siblings, peers, and even adults do not talk for your child as this will take away a good opportunity.
• Wait to allow your child to respond to your comments and initiate with you. Try counting to 10 in your held before you step in.
• Reward your child's attempts at communication by interpreting them as being meaningful: When your child responds to you after you have paused and waited even if only with a brief glance it is important to reward your child with what they want. With repetition your child will learn that this behaviour gets a reward. Your child will then begin to use this non-verbal communication more intentionally.

Activities to develop requesting

Offer choices

The easiest choices to make are between something that you are really motivated by and something that you are not; don’t be afraid to offer items that you know your child does not want/like as this will help them to develop their cause and effect understanding and their ability to choose (e.g. ‘Do you want broccoli or car?’).

Hold up the objects so that they can see them and say the words.

When they become good at indicating their choice, make the choice harder by offering 2 motivating things e.g. ‘Do you want car or train?’.

If this becomes too frustrating for your child offer choices in less motivating situations (e.g do you want to wear the yellow t-shirt or the blue t-shirt?, do you want red bubbles or blue bubbles in the bath?).

Remember to offer a choice, wait for your child to respond and then reward them. 

Watch this video for further information: https://youtu.be/sh7RcN9Hoyo.

Offer items bit by bit

Give your child a small amount of something motivating, for example; one piece of jigsaw, one brick, one crisp, one piece of train track, one slice of banana, etc.

Ensure that they can see that there is more available and wait for them to respond.

Then model a key word such as more, chocolate, bubbles, etc. and reward them with more.

Watch this video for further information: https://youtu.be/nYAAt2xEpLg.

Place items out of reach, but in view 

Put a highly motivating toy or snack in a clear bag or box and wait for your child to communicate to request it. For example; put your child's comforter in a clear bag or box, put out all of the train set but have the trains in a clear box , put an out Inset puzzle board but keep pieces in clear bag.

Place their favourite toy on a shelf and wait for them to respond – this may cause some behaviours and frustrations (please consider that if your child likes to climb it may be safer to put their toy in a clear bag/box that they cannot open instead). This behaviour is a means of communication from which you can model how to respond (e.g “want”, “open”, “more”).

Watch this video for further information: https://youtu.be/yKGBsIVSZiU.

Use toys that they need help with

 Use toys that your child can not operate on their own such as: wind up toys, pop up toys, bubbles, balloons, jack in a box, spinning tops, music boxes, etc.

• Give them time to try to work the toys themselves and wait for them to respond
• Model a key word such as help, open, wind, or label the item
• Then reward them with the toy
• Then repeat the process and model more or again

Watch this video for further information: https://youtu.be/KyVjZAyjKHY.

Create people games

 These are games that you play together without toys, for example peek-a-boo, chasing, tickling, rough and tumble play, etc.

• Establish a simple play routine and then pause and wait for them to respond.
• When your child responds reward them with more of the activity

Watch this video for further information: https://youtu.be/bu2_ElaFmZ8.

Pause a familiar activity or routine 

Sing a familiar interactive nursery rhyme or song such as Row Row Row the boat, Horsey horsey, Round and round the garden, This little piggy, The Grand Old Duke of York, etc. Then pause, and wait.

• Look for opportunities at the park or in the garden: For example: When pushing them on a swing, catch the swing to stop it, and wait, or when on the roundabout, see-saw or slide.

Develop a play routine at bath time or during water or sand play; fill a jug and lift it up up up and then pour. Repeat the routine but pause before you pour and wait for our child to communicate. Try pausing at the end of the play routine to see if you child can request more or again

Watch this video for further information: https://youtu.be/9w7zzbF0uhw.

Use Sabotage: give all but one item

Think about routines that your child is familiar with such as snack time, toy play, leaving the house, bath time etc. Think about what you could change to create an opportunity for communication.

Give all but one item. Hold the item out of reach but in sight, and wait

For example:

• Give the bubble wand, but not the bubbles.
• Give the tools and cutters but not the playdoh 
• Give a cup but not the drink 
• Give road mat but not the cars
• The train track but not the trains
• Some paper but no pens
• Their coat but no shoes
• Give then the tablet but don't turn it on
• Put the TV on but not one of their programmes
• A battery operated toy that's turned off

Watch this video for further information: https://youtu.be/-JBxlgq1nKw.

Top tips

Introducing these new strategies may initially cause some frustration because your child is no longer getting their needs and wants met immediately and will now have to work for these. It’s important to choose the right time to introduce the strategies (e.g. not when they are playing with their favourite toy/when they are tired/ hungry or frustrated).

Strategies can be introduced gradually; for example, at one point in the day initially and then build these into more activities throughout the day until it becomes part of your daily routine.

When carrying out the recommended activities, remember to:

• Observe: watch your child and look at their non-verbal communication what are they trying to tell you?  
• Wait: Don’t jump straight in to help or meet their needs. Allow your child time to communicate what they want with you.  Try counting to 10 in your head while looking expectantly at them.
• Listen: Listen to what your child is trying to communicate and interpret this as meaningful. Add language by modelling appropriate key words such as ‘more’, ‘help’, ‘open’, ‘go’, etc.
• Reward: your child with more of the activity/what it is that they want. With lots of repetition, overtime your child will become more successful in communicating their wants and needs and may start to use key words that you have modelled.

Model: To support development; encourage family members to model requests so the child can see what is required of them.