Section 2

1. Collect a range of real everyday objects with your child: fork, plate, ball, remote control, cushion and pen.
2. Give one at a time to the child and support the child to show you what to do with it.

• Use pictures of the objects so that the process is more abstract for the child.
• Increase the number of items.

• Model what to do with the object. For example, model eating something with the fork.

Improve your child’s independence by getting them to use real objects to complete tasks. For example:

• Use a knife and fork correctly at dinner time
• Use the key remote to open the car
• Take a photo with a phone camera
• Use the remote control to change channels on the TV
• Run a bath and collect clothes & a towel
• Collect their items for school e.g. PE kit, reading book

You can encourage your child to help you as much as possible around the house to complete jobs (washing clothes, setting the table for dinner, helping to make a picnic for a day out). Make sure you talk about what you are doing at each stage – this is really useful for sequencing (first, next, last) as well as extending the length of the sentences used and developing vocabulary.

1. Collect toys that represent real things from the child’s experience. For example, a toy fork, a toy plate and a toy ball.
2. Choose one toy and help your child to show you what to do with it. For example, eating food that is on the plate.

• Support your child to use the toy objects to act out every day routines.

• Model what to do with the object. For example, model eating something with the fork.

1. Think about practises that take place every day and involve both an adult and child. For example:  brushing teeth, getting changed and dinner time.
2. Choose at one routine a day. For example, if you are brushing the child’s teeth, talk about what you are doing: ‘Putting toothpaste on the toothbrush.  Brushing teeth.  Washing your mouth.’

• As the child becomes familiar with the everyday practises, introduce longer sentences to the child: ‘Brushing your teeth makes them cleaner.’

• Use single words when an object is being used. For example, when brushing the child’s teeth, say ‘toothpaste’ and ‘toothbrush’ when picking these items up.
• Make sure that you stick to the same word and same order when talking about these things.

1. Put out a selection of toys and activities that will challenge the children. For example, jigsaws and a book.
2. Observe whilst the child chooses something. Display interest to the child by stretching your arms out and saying to the child ‘Let’s do the jigsaw together.’
3. Once this process begins, the child will become familiar with the offer of ‘support’ from the adult so wait for the child to come to you.

• Allow the child to persevere with their activity before you support them.
• When singing a nursery rhyme to the child, wait for the child to ask to do it again. Accept any sound or signal as a request to do it again.

• Complete this activity with food. For example, give the child a drink carton that does not have a straw in it and wait for the child to ask you for support.
• Support the repetition of a nursery rhyme by humming the tune to the child.

1. When going for a walk, observe the things that the child is looking at for a duration of time. Name these things to the child when you observe the child looking at something and point to these things so that the child knows the name of these objects or things.
2. As you share a story book with the child, wait for the child to comment on the pictures and then name it for the child.
3. Repeat this procedure if the child is watching a television programme that is interesting to them.

• When the child is pointing to something that interests them, wait a few seconds to allow them the chance to name it before you support the child.

• When the child is pointing, bend down to the child’s eye level so that you have a clear view of what they are pointing.
• Model the pointing and naming of things when you are out for a walk with the child.
• Point to objects that are nearer to the child rather than far away objects.

1. Place different household items into a ‘feely’ bag/carrier bag.
2. These items could be: spoon, cup, plate, cushion, remote control.
3. Ask the child to pick one household object out at a time.
4. Once the child picks an item, tell the child the name of the item.

• Put two items out of reach of the child. As the child is going to reach for one of the objects, question the child as to which one they want.

• Name body parts first as the child can relate to these.

1. Use signals/gestures for everyday objects. For example, pretending to hold spoon to indicate eating.
2. Mould the child’s hand as if it was holding a spoon.
3. Use different signals for different actions throughout the day.

• Introduce more signals that can be joined together. For example, ‘food finished.’

• Limit the number of signals/gestures that you use.
• Consistently use one gesture/signal until the child understands it.

1. Play a game with the child such as passing a ball to each other.
2. Once the ball reaches you, say ‘Mummy’s turn.’
3. Once the ball reaches the child, tell the child to use their own name. For example, ‘Hakeem’s turn.’
4. Repeat this with your child and then pause at different times to test the child.

• Use pronouns when associating with names. For example, ‘Daddy’s getting his coat:  I’m getting my coat.’

• As you are completing every day practises, use your own name rather than pronouns.