How To Use Play To Promote Language Development

2y ago
29 Views
2 Downloads
1.87 MB
27 Pages
Last View : 12d ago
Last Download : 2m ago
Upload by : Mika Lloyd
Transcription

How to Use Play toPromote LanguageDevelopmentCarrie Clark, CCC-SLPThe Speech Therapy Solutionwww.SpeechAndLanguageKids.com

Benefits of Play for ChildrenPretend Play: Imaginative thinking and exploration leads to Abstract thinking Problem Solving Life skills Leadership skills Communication development Social Skills development Use of “Theory of Mind” (understanding/taking another’sperspective) Understanding of safety Self-confidence and a high serv/shop smarter article.jsp?pageName Role Play

How Play and LanguageDevelopment are Related Brady et al. (2004) and McCatheren et al. (1999)showed that children who used symbolic play hadbetter outcomes in therapy Play and language development tend to mirroreach other. If a child has met their play milestonesbut not language, it will be easier for them to learnlanguage. However, if they have neither, it makessense to elicit both the play and the language skillsin tandem as the skills may reinforce each other(Rhea Paul: Language Disorders –pg 270)

How to Assess Play Multicultural ticulturalconsiderations-in-assessment-of-play/ Identify the type of play the child is doing as well asthe social level of dconfidential/ Identify if the child’s play is low compared to age aswell as compared to other developmental skills

Westby Play Scale In 1980, Carol Westby created an assessment/scalethat shows you what play skills children should haveat certain ages as well as the language skills thatshould parallel leid 1775680

When Play Skills are Impaired Understand where the child is in the developmentalprogression of play skills. Imitate and praise thechild’s play skills that are at his level and model andencourage play skills that are slightly above hislevel. Teach parents how to play with the child at hisdevelopmental level When possible, work on parallel language and playskills together as in the Westby Play Scale

Improving Play When the Child isStuck in Functional/Sensory Play Hold items that the child is exploring close to your face Encourage social games like peek-a-boo, horsey ntion/handouts/2011/lash-mccoy/ ) Establish joint -arent-tuned-in/ Model constructional play like building with blocks Model auto-symbolic play (pretending on yourself –drinking from cup, going to sleep, etc.)

Expanding Play for Children in theConstructive Play Phase Show them how to extend the play they’re alreadydoing (stacking blocks and then parking a carinside) Introduce them to a larger range of tion/handouts/2011/lash-mccoy/ ) Model auto-symbolic play (pretend play onyourself) Model tool use (using a stick to reach/activate atoy)

Expanding Play for Children in theSymbolic/Dramatic Play Phases Model more types of auto-symbolic play (onyourself) Model symbolic play that extends beyond thechild’s self (taking care of baby dolls or pretendingto feed others) Model pretend play by combining multiple toys ormaterials together (stirring with spoon in pot ordriving cars through block structures) Role play daily, familiar activities Role play novel, less frequently occurring activities Link two or more pretend play actions together

Expanding Play for Children withSolitary Play Get close to the child and do your own play (similarto what the child is doing) near him Encourage the child to be near other children whenplaying Place other children who are playing similarly nearthe childGoal: Tolerating Parallel Play

Expanding Play for Children withParallel Play Set up activities where the children must sharematerials even though they won’t necessarily beplaying directly togetherooooOne sand table/sensory tubOne tub of art suppliesOne set of blocksOne set of cars on a road play mat Pair the child up with other children who playsimilarly with those materials Start with only one other child and introduce morechildren as possibleGoal: Associative Play

Expanding Play for Children withAssociative Play Set up activities where the children will have to worktogether to complete the activityo Playing on a see saw/rocking boato Playing catcho Pulling each other in a wagon Stage pretend activities by getting the childrenstartedo Assign roles in a scenario (“you’re the dad, you’re the mom, and here’syour baby”)o Pair the student with difficulties with more capable students who will takea more dominant role (at first)Goal: Cooperative Play

How to Teach LanguageThrough Play When play skills are not impaired, you don’t have toteach them directly but can instead use play tomake your lessons more memorable and to teachlanguage. This is especially effective for young children orthose who are resistant to drill-and-practice typework. Play makes lessons more engaging which meansthe child is more likely to remember the lessons andactivities afterwards. They are also more likely toreenact lessons that you did and practice the skillslater

How to Set Up a Play-BasedSession1. Choose your targets: decide ahead of time what youwill target2. Create an episodic story-like play scenario that willallow multiple opportunities to practice/demonstratethe skill: The more story-like it is, the better they willremember. “Associated events scaffold memories”3. Make your targets memorable: Find ways to work yourtargets into the meaningful parts of the story. Forexample, if you’re working on a certain sound, have thedoll’s name start with the sound and bring in realobjects for the doll to play with that start with thatsoundSource: ed-therapy-session/

Examples of Play-Based Sessions toTarget Different SkillsThe following slides demonstrate some examples ofplay-based activities that you could do to targetvarious speech and language skills: Articulation

Play-Based Session forArticulationPuppet Goes to a Party: Get out a puppet and name him something thatcontains your target sound Tell the child a story that the puppet is going to aparty and he must bring food that contains yoursound Go through a bag and pull out all of the play food(or real food!) and talk about if it starts with thesound Once you find several things, pretend to cook themand prepare them in dishes for the party (or makereal food like a snack mix full of foods that containthe sound!)

Play-Based Session for Vocab(Clothes)Puppet Does Laundry Introduce Puppet and explain that puppet is in troublebecause she didn’t do her chores. She wants to go playoutside in the snow but she has to do her laundry first Bring out a basket of laundry and ask the child if she canhelp sort Put piles/tubs out that are labeled with different types ofclothing (the words you want to target) Help the child sort the clothes into the correct tubs soPuppet can go out to play Once the chore is done, help Puppet pick out thecorrect clothing items to go play in the snow (or goswimming, etc.)

Play-Based Session for Vocab(Categorizing)Playing House Choose objects from 2 different categories (or howevermany the child needs to work on) and throw themaround the room. When the child comes in, tell her you’re playing house.She’s the mom and you’re the unruly child. She has totell you to clean up your room. Have the child look at all the stuff with you and decideon the 3 categories that will be used. She has to tell youto sort things into the 3 categories Ask her for help on sorting the first few items and thenonce you “get it”, have her watch you to make sure youdo it right. Screw up often so she has a chance tocorrect you.

Play-Based Session for Vocab(Descriptors)My Monster Triplets Get three monster (or animal) stuffed animals and putthem in high chairs, bumbo seats, or other baby seats. When the child walks in, say “thank goodness you’rehere! My triplets are here with me and they are HUNGRYbut they’re so picky. I need you to help me feed them.” Tell the child that each of the monsters will only eatthings of a particular descriptor (hard, soft, sticky, sweet,green, round, etc.). Have pictures of objects (or realobjects) that match each of the 3 descriptors Help the child decide which monster will eat each of thefoods based on the descriptors

Play-Based Session forGrammar (Pronouns He/She)Babysitting Twins Get two baby dolls (a boy and a girl). Place thebabies in two different holders, like cribs, strollers, orbaby carriers. Tell the child that the twins need to be taken careof but they’re very fussy. Hold up baby items andtell her that one of the babies needs it (likea bottle). Say “he needs it” or “she needsit”. Help the child determine which babyneeds it based on the gender and thepronoun

Play-Based Session forGrammar (Articles “a/some”)Playing Chef Pretend the child is a chef at a fancy restaurant and youare his sou chef. Make up recipe cards by takingpictures of groups of play food ingredients and writingthe dish name at the top. Some of the ingredientsshould come in pairs or large groups while others aresingle. Have the child draw a card and pretend that is an ordercoming in. Have the child tell you what ingredients areneeded by saying “a ” or “some ” depending onif he needs one or more than one. Have the child put the ingredients in the pot and stirthem to cook the dish

Play-Based Session forGrammar (Past Tense)Playing Reporter Tell the child that he needs to be a news reporter.Act out a scene by yourself, with other children, orwith puppets and have the child take pictures ofthe event with your phone or digital camera Have the child use the photos that he took to re-tellthe story using past tense verbs. Give the child apretend microphone and have him say thenewscast for the others in the room or for a camera(real/pretend)

Play-Based Session forAsking QuestionsPlaying Detective Pretend the child is a detective coming in to work.Tell him the details of the case of the missing cookiejar. Tell him the cookie jar was in the kitchen whenMom and Dad left to go to a movie. The babysitter,Billy, and Molly were all present in the house duringthe event along with the cat and the dog. Pretend to be each of the characters (or usepuppets) and have the child ask each characterquestions to figure out who stole the cookie jar andwhere they hid it.

Play-Based Session forAnswering QuestionsTaking your Baby to the Doctor/ER Uh oh! Baby got hurt. Act out a scene where a dollfalls off a bike, runs into a wall, or some otherdisaster strikes. Tell the child she must take the doll to the doctor orto the emergency room. When she gets there,pretend you’re the doctor and ask her questionsabout what happened so you can help make herbetter.

How to Obtain Continuing EducationCredit If you need continuing education credit for thispresentation, please email Carrie atCarrie@SpeechAndLanguageKids.com to receive acopy of the continuing education certification letter. You will receive 1 Certification Maintenance Hour (CMH)for attending live, which is like a CEU but I can’t report itto ASHA so you’ll need to keep track of this form andreport it yourself. Let me know if you are outside the US or are not acertified member of ASHA (you’ll get a differentcertificate)*** I can only offer credit for those who attend live, not forwatching the recording after the fact. Sorry!

Encourage social games like peek-a-boo, horsey rides, etc. (Source: . Goal: Cooperative Play. . When play skills are not impaired, you don’t have to teach them directly but can instead use play t

Related Documents:

Play is learning. Remember that imaginative play or pretend play is thinking play. Pretend play is thinking play because children need to think of what to play, use an object or objects as play props (using the object as a symbol in play is higher level thinking), incorporate a character in the play (like a teddy or doll),

Play types: Play types can be described as the different behaviours we can see when children are playing and there have been numerous attempts to categorise different types of play. Play theorist Bob Hughes describes each play type (social play, rough and tumble play, deep play, role play etc.) as 'both distinctly and

The Association for Play Therapy (1997) defines play therapy as "the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve op-timal growth and development" (p. 7). Through play .

work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to

For passing plays can use air yards to calculate airEPA and yacEPA (yards after catch EPA): airEPA play i EP in air play i EP start play i yacEPA play i EP play i 1 EP in air play i But how much credit does each player deserve? e.g. On a pass play, how much credit does a QB get vs the receiver? One player is not solely responsible for a .

promote play, exploration and hands-on learning are at the core of effective pre-primary programmes. The next section of this brief explains what is meant by play and play-based learning and gives examples of the many ways in which children learn through play. Play takes many forms Everyone knows ‘play’ when they see it – on

New York, : Dramatists Play Service, c1991 Call#: SINGLE PLAY - B Ball, Alan, 1957- Five one-act plays New York : Dramatists Play Service, c1994 Call#: SINGLE PLAY - B Ball, Alan, 1957- Five women wearing the same dress New York : Dramatists Play Service, c1993 Call#: SINGLE PLAY - B Barker, Howard The bite of the night : an education

table of contents translator's note vll foreword ix i nature and significance of play as a culturai phenomenon 1 ii the play-concept as expressed in language 28 iii play and contest as civilizing functions 46 iv play and law 76 v play and war 89 vi playing and knowing 105 vii play and poetry 119 viii the elements of mythopolesls 136 ix play-forms philosophy 146