Tips from a Speech-Language Pathologist
Attention
Give your child lots of one-on-one attention. Get down to their level and sit face-to-face.
This will show them that you are listening and interested in what they have to communicate, encourage eye contact, and allow them to watch your face and mouth to see how you make sounds.
Talk, Talk, Talk!
The best way for kids to learn language is by hearing it.
Describe, explain, have conversations.
Do not simplify language for kids all the time. They need to hear complex language to learn it. Give them both models (i.e.“We need to pick up all the blocks and put them back in the box. Okay? Blocks go in.”)
Play, Play, Play!
Play skills develop alongside language skills.
Join their play to participate in what they are interested in. Imitate what they are doing to encourage them to imitate you. Model pretend play (feed people or animals, put them to bed, etc.) Encourage turn-taking within activities.
Pointing
Give two choices. If they do not use a word, but go to reach for an object, model pointing, and then physically prompt them to point using their index finger. if needed This means gently taking their hand, forming a point, and tapping the object they indicate they want by looking toward it or reaching for it. Then immediately give them the desired object.
This changes the action from just grabbing what they want to indicating to us what they want.
It also helps kids learn that they have to tell us what they want, and as their words get more consistent, they will switch to using words.
Directions
Give a simple, familiar direction (i.e. “Come here”, “Sit down”, “Give me____”, “Throw this away”, etc.)
If they do not complete it, give them a verbal cue (repeat the direction).
Then give a visual cue (pointing, gesturing).
Then give a physical cue (guide them gently and help them complete the direction).
This will help them learn the meaning of the direction [comprehension] AND learn than they are expected to complete directions that they are given [compliance].
Limit Screen Time
Children under two-years-old should be exposed to ZERO screen time.
Then, for the next several years, screen time should be limited and should only occur when participating with a caregiver.
Yes, this is difficult. However, more and more research is demonstrating detrimental effects of screen time on developing brains.
Sing, Sing, Sing!
Singing is fun and grabs kids attention. It encourages them to imitate gestures and sounds.
The added intonation makes language more interesting, and music activates different parts of the brain.
Use ASL Signs
You can use signs when communicating with kids to demonstrate their use as well as provide added cues for comprehending what is being talked about.
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Gestures as a form of communication are great because you can physically prompt them.
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For example, when you know they want more or are all done with something, model the sign, pairing it with the word, then physically prompt it if needed, and then give them more or take the object away for ‘all done’.
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Using sign language (or any kind of alternative/augmentative communication) encourages verbal communication as well.
Verbal Imitation
Encourage imitation of simple sounds and sound combinations, like Consonant-Vowel combinations (i.e. "moo", "no", "go", etc.).
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Start with environmental sounds (cars, trucks, boats, etc.) and animal sounds during play.
Try to direct the child's eye gaze to your mouth by holding objects next to it or pointing to it. If kids watch your mouth it will help them to be more accurate.
Multiple Languages
It is beneficial for kids to learn multiple languages.
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Even for children with developmental delays, it is NOT harmful to be exposed to different languages.
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If you want your children to be fluent in two languages, start as young as possible (preferably before six-months-old) and try to expose them as equally as possible.
Routines
Daily routines are a great time to encourage communication because children are familiar with what is going to happen and know what to expect.
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Use their familiarity to wait for them to indicate what should happen or what they want (i.e. asking you to open the fridge to get their milk).
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Also use routines to give them something unexpected to encourage them to communicate (i.e. place them in the bath with no water and wait for them to tell you to turn it on).
Read, Read, Read!
Books are fun, have pictures to increase interest and aide in understanding, and are great for repetition. Kids will enjoy becoming familiar with books.
Read them, but also point to pictures to name objects, verbs, colors, shapes, emotions, prepositions, etc.
Have kids predict what is going to happen next or retell parts of the stories using the pictures as cues.
Talk about WHY things happen and what you would do in the situations.
The possibilities are really endless with books.
Give 2 Choices
For example, say “Do you want an apple or a banana?” and hold each up as you name them.
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This provides extra opportunities for them to hear objects being labeled and learn the vocabulary.
It will also encourage them to use words rather than grab or simply indicate "Yes/No" if asked "Do you want THIS?" If they do not answer or label one option, encourage them to point.
Identify Objects
Have them point to body parts on themselves and others (or dolls).
Have them point pictures in books.
Have them clean up toys that you name (i.e. "Give me/Pick up the BALL").
Use more complex labels/descriptions over time (i.e. "red ball", "short truck", etc.)
50+ Activities
Any Parent Can Do at Home
to Encourage Speech & Language Skills
​Encouraging Prelinguistic Skills (Before Words)
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Imitation Games: Copy your child's sounds and actions, and encourage them to copy yours (clapping hands, waving). How-to: Make it a back-and-forth interaction. Targeted skills: Imitation, turn-taking.
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Using Mirrors: Practice making different sounds in front of a mirror so your child can see how their mouth moves. How-to: Describe the mouth movements (e.g., "See how your lips go together for 'm'"). Targeted skills: Visual feedback for articulation.
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Joint Attention Activities: Focus on the same object or activity together, pointing and commenting ("Look at the doggy!"). How-to: Follow your child's lead and comment on what interests them. Targeted skills: Shared focus, early communication.
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Pointing and Gesturing: Encourage your child to point to things they want or are interested in. Use gestures along with your words. How-to: Model pointing and gesturing. Targeted skills: Non-verbal communication, expressing needs.
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Turn-Taking Games: Play simple games with clear turns (rolling a ball back and forth, stacking blocks). How-to: Verbalize whose turn it is. Targeted skills: Understanding turn-taking, social interaction.
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Vocalizations and Babbling: Respond positively to your child's babbles and vocalizations, imitating their sounds and expanding on them. How-to: Have "conversations" using sounds. Targeted skills: Vocal exploration, early sound production.
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Playing with Wind Instruments (Simple): Blow bubbles, whistles, or party blowers. How-to: Encourage your child to imitate the blowing action, which can help with oral motor skills needed for certain sounds. Targeted skills: Oral motor control, breath control.
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Peek-a-Boo: Play peek-a-boo to encourage anticipation and interaction. How-to: Use your hands or a blanket to hide your face and then reappear, saying "Boo!". Targeted skills: Object permanence, anticipation, vocalizations.
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Simple Action Songs with Gestures: Sing songs like "Itsy Bitsy Spider" or "Wheels on the Bus" and use the corresponding gestures. Encourage your child to imitate the gestures. How-to: Make the gestures clear and repetitive. Targeted skills: Gesture imitation, connecting actions with words.
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Cause and Effect Toys: Play with toys that have a clear cause and effect (e.g., pushing a button to make a sound, stacking blocks that can be knocked down). How-to: Verbalize the cause and effect ("I push the button, it makes music!"). Targeted skills: Understanding cause and effect, intentional communication.
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Encouraging Speech Sounds (Articulation)
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Animal Sounds: Make animal sounds together ("Moo," "Baa," "Woof"). How-to: Imitate the sounds and encourage your child to copy you. Targeted skills: Early sound production, imitation.
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Vehicle Noises: Play with toy cars, trucks, and airplanes, making their associated sounds ("Vroom," "Beep," "Whoosh"). How-to: Emphasize the initial sounds of the words. Targeted skills: Sound imitation, associating sounds with objects.
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Sound Scavenger Hunt: Look for things around the house or park that make specific sounds (e.g., a clock that "ticks," a bird that "tweets"). How-to: Point out the sound source and say the sound clearly. Targeted skills: Sound identification, linking sounds to the environment.
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Silly Sounds Game: Take turns making funny sounds with your mouths, like lip pops, tongue clicks, and raspberries. How-to: Encourage experimentation and imitation. Targeted skills: Oral motor skills, sound exploration.
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Rhyming Games: Say simple rhyming words and encourage your child to finish the rhyme (e.g., "Cat, hat, ___"). How-to: Emphasize the ending sounds of words. Targeted skills: Phonological awareness, sound patterns.
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Singing Songs: Sing simple songs with repetitive sounds and words (e.g., "Twinkle Twinkle Little Star," "Old MacDonald Had a Farm"). How-to: Sing slowly and clearly, encouraging your child to sing along. Targeted skills: Rhythm, sound imitation, memory.
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Sound Matching: (For kids 3+ years old) Use picture cards of objects and say their names, focusing on the initial sound. Ask your child to find another picture that starts with the same sound. How-to: Clearly articulate the initial sounds. Targeted skills: Phonological awareness, sound discrimination.
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"I Spy" with Sounds: "I spy with my little ear something that goes 'meow!'" How-to: Focus on identifying objects by their sounds. Targeted skills: Auditory attention, sound-object association.
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Reading Rhyming Books: Choose books with lots of rhymes and emphasize the rhyming words as you read. How-to: Point to the rhyming words and say them with emphasis. Targeted skills: Phonological awareness, exposure to sound patterns.
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Echo Game: Say a simple word or sound, and have your child repeat it exactly. How-to: Start with single sounds and progress to short words. Targeted skills: Auditory processing, sound imitation.
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Encouraging Receptive Language (Understanding)
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"Where's the...?" Game: Ask your child to point to familiar objects ("Where's the ball?"). How-to: Start with one object and gradually increase the number of choices. Targeted skills: Object identification, following simple directions.
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Body Part Identification: Name body parts and ask your child to point to them ("Show me your nose"). How-to: Make it a fun game with songs like "Head, Shoulders, Knees, and Toes." Targeted skills: Body part vocabulary, following directions.
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Following One-Step Directions: Give simple instructions ("Give me the cup"). How-to: Use clear and concise language. Targeted skills: Understanding simple commands.
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Following Two-Step Directions: Give slightly more complex instructions ("Pick up the toy and put it in the box"). How-to: Ensure your child understands the first step before adding the second. Targeted skills: Understanding multi-step commands, sequencing.
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Picture Identification: Show pictures of familiar objects or actions and ask "What's this?" or "What's happening?". How-to: Use clear and colorful pictures. Targeted skills: Vocabulary understanding, understanding actions.
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Pointing to Pictures When Named: Say the name of an object or action, and ask your child to point to the corresponding picture. How-to: Ensure the pictures are distinct. Targeted skills: Vocabulary comprehension, auditory-visual association.
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"Yes/No" Questions: Ask simple "yes/no" questions related to the immediate environment ("Is this a ball?"). How-to: Encourage verbal or non-verbal responses (nodding, shaking head). Targeted skills: Understanding basic concepts, responding to questions.
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Categorization: Group objects together and name the category ("These are all fruits"). Then ask your child to find another fruit. How-to: Start with obvious categories. Targeted skills: Understanding categories, vocabulary.
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Spatial Concepts: Use prepositions while playing ("Put the toy in the box," "The ball is under the chair"). How-to: Act out the prepositions. Targeted skills: Understanding spatial relationships.
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Story Comprehension: Read simple stories and ask basic questions about what happened ("Who went to the park?"). How-to: Start with short and repetitive stories. Targeted skills: Listening comprehension, recalling information.
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Encouraging Expressive Language (Talking)
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Labeling Objects: Name objects around the house and encourage your child to repeat the names. How-to: Point to the object as you say its name. Targeted skills: Vocabulary development, word imitation.
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Asking "What's This?": Point to objects and ask your child "What's this?". How-to: Be patient and provide the answer if needed, encouraging repetition. Targeted skills: Object naming, initiating communication.
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Using Simple Phrases: Model and encourage the use of two-word phrases ("More juice," "Big ball"). How-to: Expand on your child's single words. Targeted skills: Combining words, early sentence structure.
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Requesting: Encourage your child to ask for what they want using words or signs ("Want juice," pointing and saying "up"). How-to: Model the desired phrase. Targeted skills: Communicating needs, using language for a purpose.
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Describing: Encourage your child to describe objects using simple adjectives ("Big ball," "Red car"). How-to: Ask questions like "Tell me about the ball." Targeted skills: Expanding vocabulary, using descriptive words.
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Answering "Wh" Questions: Ask simple "who," "what," and "where" questions ("Who is that?", "What are you doing?", "Where is your shoe?"). How-to: Start with questions about the immediate environment. Targeted skills: Providing information, understanding question words.
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Narrating Actions: Talk about what you are doing ("Mommy is cooking"). Encourage your child to narrate their own actions ("I am building"). How-to: Model simple sentences. Targeted skills: Using verbs, forming simple sentences.
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Pretend Play with Talking: Engage in pretend play scenarios (e.g., playing house, doctor) and encourage your child to use language to act out roles and scenarios. How-to: Model language appropriate for the situation. Targeted skills: Imaginative play, social communication, using language in context.
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Finishing Sentences: Start a simple sentence and encourage your child to finish it ("I see a ___"). How-to: Use repetitive sentence structures. Targeted skills: Sentence completion, anticipation.
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Telling Simple Stories: Encourage your child to tell simple stories about their day or experiences, even if it's just a few words or phrases. How-to: Provide prompts and support. Targeted skills: Sequencing events, narrative skills.
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"Would You Rather?" Questions (Simple): Ask simple "would you rather" questions to encourage choices and explanations ("Would you rather have a cookie or a cracker? Why?"). How-to: Encourage them to verbalize their reasoning. Targeted skills: Expressing preferences, providing reasons.
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Encouraging Early Literacy Skills
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Looking at Books Together: Make reading a regular and enjoyable activity. How-to: Point to pictures, name them, and talk about the story. Targeted skills: Book awareness, vocabulary development.
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Pointing to Pictures and Words: As you read, point to the pictures and then to the words. How-to: Help your child understand that print carries meaning. Targeted skills: Print awareness, visual tracking.
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Singing the Alphabet Song: Sing the alphabet song together and point to the letters if you have an alphabet book or blocks. How-to: Make it interactive and fun. Targeted skills: Letter recognition (auditory and visual).
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Playing with Alphabet Toys: Use alphabet blocks, puzzles, or magnets to expose your child to letters. How-to: Name the letters as you play. Targeted skills: Letter recognition (tactile and visual).
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Drawing and Scribbling: Provide crayons and paper and encourage your child to draw and scribble. How-to: Talk about their drawings and label them. Targeted skills: Fine motor skills, pre-writing skills, associating symbols with meaning.
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Identifying First Letter of Their Name: Point out the first letter of your child's name whenever you see it. How-to: Make it a personal connection. Targeted skills: Letter recognition (personal significance).
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Environmental Print: Point out familiar signs and labels in your environment (e.g., "STOP" sign, cereal box). How-to: Read them aloud together. Targeted skills: Understanding that print has meaning in the real world.
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Retelling Simple Stories: After reading a story, encourage your child to retell it in their own words. How-to: Provide prompts if needed. Targeted skills: Narrative skills, comprehension.
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Making Predictions About Stories: Before turning the page, ask "What do you think will happen next?". How-to: Encourage critical thinking and engagement with the story. Targeted skills: Comprehension, inferencing.
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Acting Out Stories: After reading a story, act out simple parts together. How-to: Encourage imaginative play and language use. Targeted skills: Comprehension, expressive language, dramatic play.
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Encouraging Social Skills
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Parallel Play with Commentary: (For kiddos under 3) Play alongside your child with your own toys and narrate what you are doing ("Mommy is building a tall tower"). How-to: Model social interaction and language. Targeted skills: Awareness of others, language exposure in a social context.
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Turn-Taking in Play: Engage in games that require taking turns, like rolling a ball or building with blocks. How-to: Emphasize "My turn," "Your turn." Targeted skills: Turn-taking, sharing.
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Imitation in Social Games: Play games like "Simon Says" to encourage imitation of actions. How-to: Focus on copying movements. Targeted skills: Imitation, following directions in a group.
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Role-Playing Social Scenarios: Act out simple social situations like greeting someone, sharing a toy, or saying "thank you." How-to: Model appropriate language and behavior. Targeted skills: Understanding social expectations, using appropriate language.
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Playdates (Even Short Ones!): Arrange short playdates with one or two other children to provide opportunities for interaction. How-to: Supervise and gently guide interactions. Targeted skills: Peer interaction, sharing, cooperation, conflict resolution (with guidance).