Structured Play
Between birth and two, we mostly facilitate listening and language in very natural and developmental ways. We focus on joint attention, serve and return, wait time, narrating, and modeling. This follows the learning style of children who have typical hearing.
Once a child turns two, it’s time to think beyond listening and one-word labels to building higher level listening skills and beginning grammar. Children with typical hearing are doing this too. However, having typical hearing gives them the advantage of picking up many skills through incidental listening. That means they are learning about language by attending to speech that is not being directed to them. Our children with atypical hearing need us to step in and create structured opportunities for them to learn corresponding grammar. All of you are working on word combinations, from two to three words to simple sentences.
As parent-teachers, you have all become familiar with purposeful play. You narrate, encourage vocal responses, and ask questions all while following your child’s interests. So far that is working pretty well.
What are structured lessons and why do you need to use these? A structured lesson is a play routine built around one specific language target. For example, let’s say you are working on a prepositional phrase using “in.” You might have a bucket or basket. You also have a collection of small objects. Ten is a good number. Choose items your child can name. Direct your child to find an item (ex. truck) and put it in the bucket. Ask, “Where is the truck?” Your child should respond, “in the bucket” (short answer) or “The truck is in the bucket.” (long answer). Do not carry on any other conversation about the toy. Move quickly to the next item and repeat. This structured lesson is also a mini lesson; it shouldn’t last long. There should be no distractions or veering from the target. Once you have practiced this skill, you can continue on with your typical play routine. Watch for opportunities during play when you can hold your child accountable for using the targeted skill.
All the children are spending at least an hour playing during tele-sessions. Intersperse several structured mini lessons into your play sessions. You may stick with one target, or you may choose a couple if they are already emerging. Use my session notes to help you choose targets. Next up, conversational lessons!
Between birth and two, we mostly facilitate listening and language in very natural and developmental ways. We focus on joint attention, serve and return, wait time, narrating, and modeling. This follows the learning style of children who have typical hearing.
Once a child turns two, it’s time to think beyond listening and one-word labels to building higher level listening skills and beginning grammar. Children with typical hearing are doing this too. However, having typical hearing gives them the advantage of picking up many skills through incidental listening. That means they are learning about language by attending to speech that is not being directed to them. Our children with atypical hearing need us to step in and create structured opportunities for them to learn corresponding grammar. All of you are working on word combinations, from two to three words to simple sentences.
As parent-teachers, you have all become familiar with purposeful play. You narrate, encourage vocal responses, and ask questions all while following your child’s interests. So far that is working pretty well.
What are structured lessons and why do you need to use these? A structured lesson is a play routine built around one specific language target. For example, let’s say you are working on a prepositional phrase using “in.” You might have a bucket or basket. You also have a collection of small objects. Ten is a good number. Choose items your child can name. Direct your child to find an item (ex. truck) and put it in the bucket. Ask, “Where is the truck?” Your child should respond, “in the bucket” (short answer) or “The truck is in the bucket.” (long answer). Do not carry on any other conversation about the toy. Move quickly to the next item and repeat. This structured lesson is also a mini lesson; it shouldn’t last long. There should be no distractions or veering from the target. Once you have practiced this skill, you can continue on with your typical play routine. Watch for opportunities during play when you can hold your child accountable for using the targeted skill.
All the children are spending at least an hour playing during tele-sessions. Intersperse several structured mini lessons into your play sessions. You may stick with one target, or you may choose a couple if they are already emerging. Use my session notes to help you choose targets. Next up, conversational lessons!