When working with emerging verbal communicators, parents often ask what they can do at home to support their child's emerging communication. The most parent-friendly way to support emerging communication is through scaffolding, recasting, and modeling.
Scaffolding
Scaffolding is a concept in which the adult models language slightly above the child’s language skills are. For example, if your child speaks in two-word utterance, you would model language using three or four word utterances.
Example:
Child: “Baby bath.”
Adult: “Baby in bath” or “Wash baby in bath.”
Child: “Want go”
Adult: “I want to go”
This validates the communication and provides more detail. This also supports the expansion of the message to prepare for the "next steps."
Recasting
Recasting is a technique that involves restating the child has just said while placing emphasis on target language concept. Depending on the child, you may ask them to repeat the target concept using the appropriate form. Some children will do this automatically, while some children do not yet feel comfortable.
Example:Child: “Her is sleeping.”Adult: “You are right, SHE is sleeping.”
Example:Child: “The boy felled.”Adult: “Oh ouch, the boy FELL and hurt himself!”
This provides an affirming, low-pressure, positive correction that allows the conversation to continue without interruption.
Modeling
Modeling is just as it sounds. You are the language model for your child. It may seem as though you are having a one sided conversation, but using short clear words, phrases, or sentences to describe what the child is seeing and doing, provides them the words to begin understanding and talking about these concepts themselves.
Example 1-2 word modeling:
Play/activity: Ball play
Adult: "Ball . . . BIG BALL . . . roll ball . . . bounce ball . . . bounce bounce . . . (color ball)"
Example 2-4 word modeling:
Play/activity: Taking a bath
Adult: “In the water . . . boat in water . . . uh oh, where did boat go? UNDER water . . . the boat was UNDER the water . . . time to wash . . . what should we wash? Wash ears . . . wash nose”
Example 4+ word phrases, concept development:
Play: Car play
Adult: “Cars are going FAST . . . be careful cars . . . go S L O W . . . uh oh, car crashed!”
In the 1-2 word stages, it can be helpful to model with the item near the mouth, prolonging initial sounds slightly, while slowly modeling the word or word combination.
When
These strategies can be used during focused play activities, as well as throughout the day across daily activities. Studies show the more frequently recasting language is used, the better. When communicating with a child who has a language delay, it is recommended that the caregiver uses 1-2 recasts per MINUTE (Cleave et. al. 2015), and has been found to be an effective parent-implemented langue intervention technique.
Have fun
Modeling, recasting, and expanding can be done in a variety of incidental ways throughout the day. It is a fun way to engage in early conversations and "keep the conversation going."
Keep in mind
Our language learners may need more time to process and respond. Please count to 10 (which may seem like a lifetime) following a language model or question. If they don't respond, that is o.k. as well. Our goal is to keep exchanges positive.
Think about the 20% rule, for every one question asked, make five comments / observations (models). This helps balance the interaction and children tend to be more open to sharing in meaningful engagement.
Follow the child's lead for interest in activities.
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