Communication in Early Intervention: Difference between revisions
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Infants start interacting with their environment from birth, responding to visual and auditory events in the environment and actively engaging in spontaneous movements of the limbs.<ref>Versfeld P. The Newborn Infant – Setting the Scene Course. Plus, 2023.</ref> One of the most critical developmental phases is early childhood.<ref>Singh R, Bisht N, Parveen H. [https://www.researchgate.net/publication/334125792_Principles_Milestones_and_Interventions_for_Early_Years_of_Human_Growth_and_Development_An_Insight Principles, milestones and interventions for early years of human growth and development: an insight]. Int J Curr Microbiol Appl Sci. 2019;8(6):181-90.</ref> When working with children, it is important to note that motor problems often co-occur with communication problems.<ref name=":4" /> Up to 81% of children with mild to moderate functional mobility limitations are diagnosed with communication problems.<ref name=":4">Vaillant E, Geytenbeek JJM, Jansma EP, Oostrom KJ, Vermeulen RJ, Buizer AI. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7692918/pdf/DMCN-62-1363.pdf Factors associated with spoken language comprehension in children with cerebral palsy: a systematic review.] Dev Med Child Neurol. 2020 Dec;62(12):1363-1373.</ref> <ref>Valla L, Slinning K, Kalleson R, Wentzel‐Larsen T, Riiser K. Motor skills and later communication development in early childhood: Results from a population‐based study. Child: Care, Health and Development. 2020 Jul;46(4):407-13.</ref> Poor language skills and a decreased ability or inability to communicate can affect a child's social development, including their self-identity, self-esteem, self-control and ability to interact with others.<ref>Sainain NS, Omar R, Ismail H, Mamat N, Abdullah R. [https://www.researchgate.net/profile/Hazhari-Ismail-3/publication/341579315_Parental_Knowledge_And_Development_Of_Languages_And_Literacy_Communication_And_Socializations_In_The_Early_Childhood_Education/links/5fd4e0e5299bf14088042e3a/Parental-Knowledge-And-Development-Of-Languages-And-Literacy-Communication-And-Socializations-In-The-Early-Childhood-Education.pdf Parental knowledge and development of languages and literacy, communication and socializations in the early childhood education.] International Journal of Psychosocial Rehabilitation. 2020;24(9):2070-80.</ref> Parents / caregivers play a pivotal role in the development of communication as they are their infants' and toddlers' primary communicators.<ref name=":3">Dinkel D, Rasmussen M, Rech JP, Snyder K, Dev DA. A qualitative comparison of parent and childcare provider perceptions of communication and family engagement in children's healthy eating and physical activity. Child Care Health Dev. 2022 Jan;48(1):99-109. </ref> This article discusses how and why a child communicates and offers basic communication strategies that parents can adopt to enhance communication with their children. | Infants start interacting with their environment from birth, responding to visual and auditory events in the environment and actively engaging in spontaneous movements of the limbs.<ref>Versfeld P. The Newborn Infant – Setting the Scene Course. Plus, 2023.</ref> One of the most critical developmental phases is early childhood.<ref>Singh R, Bisht N, Parveen H. [https://www.researchgate.net/publication/334125792_Principles_Milestones_and_Interventions_for_Early_Years_of_Human_Growth_and_Development_An_Insight Principles, milestones and interventions for early years of human growth and development: an insight]. Int J Curr Microbiol Appl Sci. 2019;8(6):181-90.</ref> When working with children, it is important to note that motor problems often co-occur with communication problems.<ref name=":4" /> Up to 81% of children with mild to moderate functional mobility limitations are diagnosed with communication problems.<ref name=":4">Vaillant E, Geytenbeek JJM, Jansma EP, Oostrom KJ, Vermeulen RJ, Buizer AI. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7692918/pdf/DMCN-62-1363.pdf Factors associated with spoken language comprehension in children with cerebral palsy: a systematic review.] Dev Med Child Neurol. 2020 Dec;62(12):1363-1373.</ref> <ref>Valla L, Slinning K, Kalleson R, Wentzel‐Larsen T, Riiser K. Motor skills and later communication development in early childhood: Results from a population‐based study. Child: Care, Health and Development. 2020 Jul;46(4):407-13.</ref> Poor language skills and a decreased ability or inability to communicate can affect a child's social development, including their self-identity, self-esteem, self-control and ability to interact with others.<ref>Sainain NS, Omar R, Ismail H, Mamat N, Abdullah R. [https://www.researchgate.net/profile/Hazhari-Ismail-3/publication/341579315_Parental_Knowledge_And_Development_Of_Languages_And_Literacy_Communication_And_Socializations_In_The_Early_Childhood_Education/links/5fd4e0e5299bf14088042e3a/Parental-Knowledge-And-Development-Of-Languages-And-Literacy-Communication-And-Socializations-In-The-Early-Childhood-Education.pdf Parental knowledge and development of languages and literacy, communication and socializations in the early childhood education.] International Journal of Psychosocial Rehabilitation. 2020;24(9):2070-80.</ref> Parents / caregivers play a pivotal role in the development of communication as they are their infants' and toddlers' primary communicators.<ref name=":3">Dinkel D, Rasmussen M, Rech JP, Snyder K, Dev DA. A qualitative comparison of parent and childcare provider perceptions of communication and family engagement in children's healthy eating and physical activity. Child Care Health Dev. 2022 Jan;48(1):99-109. </ref> This article discusses how and why a child communicates and offers basic communication strategies that parents can adopt to enhance communication with their children. | ||
== Methods and Stages of | == Methods and Stages of Communication in Children == | ||
Children | Children adopt different communication strategies from infancy to when they become verbal. | ||
=== Non-verbal Communication === | === Non-verbal Communication === | ||
<blockquote>"Infants as young as eight weeks of age actively engage in turn-taking in vocal interactions with their caregivers"<ref>Nguyen T, Zimmer L, Hoehl S. [https://royalsocietypublishing.org/doi/epdf/10.1098/rstb.2021.0488 Your turn, my turn. Neural synchrony in mother–infant proto-conversation.] Philosophical Transactions of the Royal Society B. 2023 Apr 24;378(1875):20210488.</ref></blockquote> | <blockquote>"Infants as young as eight weeks of age actively engage in turn-taking in vocal interactions with their caregivers"<ref>Nguyen T, Zimmer L, Hoehl S. [https://royalsocietypublishing.org/doi/epdf/10.1098/rstb.2021.0488 Your turn, my turn. Neural synchrony in mother–infant proto-conversation.] Philosophical Transactions of the Royal Society B. 2023 Apr 24;378(1875):20210488.</ref></blockquote> | ||
* Non-verbal communication | * Non-verbal communication<ref name=":1">Willard D. Communication in Early Intervention Course. Plus, 2024.</ref> | ||
** | ** eye gaze | ||
** | ** smiling | ||
** | ** pointing | ||
** | ** certain noises | ||
** | ** grabbing | ||
** | ** crying | ||
* Stimulus-response relation (12 months of age)<ref name=":0">Pelaez M, Monlux K. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6701736/pdf/40614_2018_Article_151.pdf Development of Communication in Infants: Implications for Stimulus Relations Research.] Perspect Behav Sci. 2018 Apr 17;41(1):175-188.</ref> | * Stimulus-response relation (usually learned by 12 months of age)<ref name=":0">Pelaez M, Monlux K. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6701736/pdf/40614_2018_Article_151.pdf Development of Communication in Infants: Implications for Stimulus Relations Research.] Perspect Behav Sci. 2018 Apr 17;41(1):175-188.</ref> | ||
** | ** orients towards mother (caregiver) to search for cues - e.g. in response to a new toy | ||
** | ** gazing towards caregiver is critical for learning gestural communication | ||
** | ** the absence of sustained infant eye contact with caregivers may indicate that the infant has a developmental delay, with "associated delays in language and/or the absence of learning new stimulus–stimulus relations"<ref name=":0" /> | ||
*Joint attention (9-12 months of age) | *Joint attention (usually starts 9-12 months of age) | ||
**" | **an infant's "ability to make eye contact with another individual, shift her gaze to some stimuli and regain eye contact with the same caregiver"<ref name=":0" /> | ||
** | **joint attention helps in the early learning of language skills, including naming, and provides a basis for cognitive development and social referencing<ref name=":0" /> | ||
** | **social reinforcers (e.g. a nod or a gestural expression) facilitate and maintain an infant's joint attention | ||
*Social referencing | *Social referencing | ||
**"Behaviour chain in which two individuals (caregiver and child) were involved in an interaction", including eye contact, gaze shift to a new stimulus, return of gaze shift to each other, and altered facial cues. <ref>Pelaez M, Virués-Ortega J, Gewirtz J. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3297351/pdf/jaba-45-01-23.pdf Acquisition of social referencing via discrimination training in infants.] Journal of Applied Behavior Analysis. 2012;45:23–35.</ref> | **"Behaviour chain in which two individuals (caregiver and child) were involved in an interaction", including eye contact, gaze shift to a new stimulus, return of gaze shift to each other, and altered facial cues.<ref>Pelaez M, Virués-Ortega J, Gewirtz J. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3297351/pdf/jaba-45-01-23.pdf Acquisition of social referencing via discrimination training in infants.] Journal of Applied Behavior Analysis. 2012;45:23–35.</ref> | ||
=== Verbal communication === | === Verbal communication === | ||
* | * Begin to respond to symbolic language cues (from 6 months)<ref name=":0" /> | ||
* Pointing and naming objects (12 months) | * Pointing and naming objects (by 12 months) | ||
** | ** usually involves several steps: | ||
*** | *** tracking eye gaze of the person naming the object to ascertain what they are naming | ||
*** repeating the name in the presence of the object | |||
*** | *** looking back at the caregiver for confirmation | ||
*** | |||
* | * By 12 months, an infant's receptive language can be more than 100 words<ref name=":0" /> | ||
* Expressive vocabulary | * Expressive vocabulary usually catches up at around 18 months<ref name=":0" /> | ||
== | == Styles of Communication of Children and Parents / Caregivers == | ||
The following strategies can help parents and caregivers help their children learn language and start to use it expressively.<ref name=":1" /> | |||
* Caregivers first need to understand how their child is ''already'' communicating (e.g. gaze, smiles etc) - they should aim to analyse how and why the child is communicating | |||
* Caregives should then identify how and why they communicate (e.g. sent a text or email) and identify these same behaviours in their children | |||
* Caregivers can start to understand and anticipate how to help their child communicate more | |||
'''Understanding the child's style of communication'''<ref name=":1" /> | |||
To help caregivers understand their child's style of communication, ask the following questions: | |||
To help | |||
* Is your child very sociable? | * Is your child very sociable? | ||
* Does your child have | * Does your child have easy back-and-forth conversation and communication? | ||
* Is your child passive during conversation and communication? | * Is your child passive during conversation and communication? | ||
* Does your child have a reluctant style of communication? | * Does your child have a reluctant style of communication? | ||
'''Understanding | '''Understanding the caregiver's style of communication'''<ref name=":1" /> | ||
Ask the following questions about the caregivers' own communication style:<ref name=":1" /> | |||
* What kind of style does the | * What kind of style does the caregiver have? | ||
* Do they have a passive style? | * Do they have a passive style? | ||
* Do they have a sociable style? | * Do they have a sociable style? | ||
'''Understanding how the environment and personal feelings affect communication | '''Understanding how the environment and personal feelings affect communication''' | ||
It is important to help caregivers understand that communication depends on our environment and how we are feeling:<ref name=":1" /> | |||
* We cannot always expect our children to communicate in every environment | |||
* Children may not want to communicate after a long day, just like an adult | |||
== Four Stages of Early Communication == | |||
There are four identifiable stages of early communication: discoverer stage, communicator stage, first-word user stage, and combiner stage.<ref>Hanen's Four Stages of Early Communication: A Short Guide for Parents. Available from https://www.hanen.org/About-Us/Who-We-Help/Academia/Hanen-Insider/Hanen-s-Four-Stages-of-Early-Communication--A-Shor.aspx [last access 17.12.2023]</ref> Each child is unique and can transition to the next development step at different times. One child may move more slowly through the stages than other children of the same age - this can be influenced by developmental delay or illness. Understanding where a child is in their development helps to set realistic expectations and goals.<ref name=":1" /> | |||
Learning Language and Loving It. Hanen Publication 2002. </ref>) | # Discoverer stage (birth-8 months<ref name=":2">Weitzman E, Greenberg J. The Six Stages of Communication and Language Development. Learning Language and Loving It. Hanen Publication 2002. </ref>) | ||
#* | #* infancy stage | ||
#* | #* no back-and-forth reaction | ||
#* | #* initially communicates through reflexive responses (e.g. crying, smiling, fussing) to get their needs met | ||
#Communicator stage(8-13 months <ref name=":2" />) | #Communicator stage (8-13 months<ref name=":2" />) | ||
#* | #*eye gaze | ||
#* | #*the child understands meaningful conversation and starts to intent or send messages with intent | ||
#* | #*uses pointing or grunting to send messages with intent | ||
#* | #*non-verbal communication only | ||
#First word user stage (12-18 months <ref name=":2" />) | #First word user stage (12-18 months<ref name=":2" />) | ||
#* | #*uses words or signs regularly | ||
#Combiner stage (18-24 months <ref name=":2" />) | #Combiner stage (18-24 months<ref name=":2" />) | ||
#* | #*begins to combine words | ||
#* | #*starts combining two- and three-word phrases | ||
== Communication Strategies for Parents == | == Communication Strategies for Parents == | ||
An excellent communicator usually does the following:<ref name=":1" /> | |||
* | * listens | ||
* | * does not interrupt | ||
* | * follows our lead | ||
The following strategies can help caregivers communicate more effectively with their children. | |||
=== Get Face to Face === | === Get Face-to-Face === | ||
* Standing over | * Standing over a child can make them feel intimidated and uncomfortable<ref name=":1" /> | ||
* Speaking on the same level as | * Speaking on the same level as a child makes them feel more comfortable, less intimidated, and it is more fluid<ref name=":1" /> | ||
* Getting face-to-face with | * Getting face-to-face with a child will:<ref name=":1" /> | ||
** | ** ease their interaction | ||
** | ** help them understand what you are saying to them | ||
** | ** help them model your words as they can look at your mouth | ||
* | * Some times you won't be able to get face-to-face, such as:<ref name=":1" /> | ||
** | ** when walking or pushing a stroller (if they are facing away) | ||
** | ** while driving with your child in their car seat behind you | ||
** talking with your back to them - e.g. talking while standing at a sink preparing dinner while the child plays on the kitchen floor | |||
=== Observe the Child === | === Observe the Child === | ||
The clinician's role is to | The clinician's role is to help the caregiver become a tuned-in listener, to understand the importance of getting face-to-face with a child, and to ''wait and observe'' how a child communicates.<ref name=":1" /> | ||
Careful observation will help the parent to | Careful observation will help the parent to determine the following:<ref name=":1" /> | ||
* What is my child trying to tell me? | * What is my child trying to tell me? | ||
| Line 130: | Line 123: | ||
* Why are they choosing this style of communication? Because they are happy? Because they enjoyed something? | * Why are they choosing this style of communication? Because they are happy? Because they enjoyed something? | ||
=== Respond | === Respond to the Child's Communication === | ||
<blockquote>"When children learn to communicate, it's for a desire from within."<ref name=":1" />---Dawn Willard</blockquote> | <blockquote>"When children learn to communicate, it's for a desire from within."<ref name=":1" />---Dawn Willard</blockquote> | ||
| Line 140: | Line 133: | ||
=== Follow the Child Lead === | === Follow the Child Lead === | ||
<blockquote>"Silence is the sound of someone thinking." <ref name=":1" />--Questlove</blockquote><blockquote>" | <blockquote>"Silence is the sound of someone thinking."<ref name=":1" />--Questlove</blockquote><blockquote>"Playing the way the child wants to play is the most important part of following their lead."<ref name=":1" />--Dawn Willard</blockquote>The following strategies will help caregivers communicate with their child:<ref name=":1" /> | ||
* | * allow your child to initiate conversation as this is the first step to using expressive language or language to communicate with others | ||
* | * understand that there should be a pause, give, and take during a conversation with your child | ||
* | * do not talk the entire time | ||
* | * wait five to ten seconds for your child to send a message | ||
* | * silence allows your child to process what is happening and what they want to communicate next | ||
== | == Summary of Strategies for Parents and Caregivers == | ||
Caregivers can use the following strategies to help their children develop language and start using it expressively:<ref name=":1" /> | |||
# Get face to face | # Get face to face | ||
| Line 155: | Line 148: | ||
# Waiting | # Waiting | ||
# Listen | # Listen | ||
# Follow the child's lead by staying on | # Follow the child's lead by staying on topic | ||
The following short video highlights describes back and forth interactions and how to help children develop communication skills:{{#ev:youtube|v=2JG9AC0ZxuY|300}}<ref>Speech in a Sec. Developing a child’s communication skills. Available from:https://www.youtube.com/watch?v=2JG9AC0ZxuY [last accessed 12/12/2023]</ref> | |||
== ICF-CY Resources == | == ICF-CY Resources == | ||
The International Classification of Functioning, Disability and Health – Children and Youth ([[ICF-CY International Classification of Functioning, Disability and Health Children and Youth Version|ICF-CY]]) can be used to define the impact of communication problems on the child's functional skills. The cognitive functions of language include "recognising and using signs, symbols, and other components of a language, | The International Classification of Functioning, Disability and Health – Children and Youth ([[ICF-CY International Classification of Functioning, Disability and Health Children and Youth Version|ICF-CY]]) can be used to define the impact of communication problems on the child's functional skills. The cognitive functions of language include "recognising and using signs, symbols, and other components of a language", as described in the ICF-CY. | ||
The following are '''examples''' of factors relevant to '''spoken language comprehension''' in typically | The following are '''examples''' of factors relevant to '''spoken language comprehension''' in typically developing '''infants:''' | ||
'''Body structure:''' | '''Body structure:''' | ||
| Line 189: | Line 182: | ||
* Sex | * Sex | ||
You can learn more about the ICF-CY | You can learn more about the ICF-CY in the Plus course, [https://members.physio-pedia.com/using-the-icf-with-cerebral-palsy-course/ Using the ICF with Cerebral Palsy]. | ||
== Resources == | == Resources == | ||
Revision as of 11:15, 17 January 2024
Original Editor - Dawn Willard
Top Contributors - Ewa Jaraczewska, Jess Bell and Kim Jackson
Introduction[edit | edit source]
Infants start interacting with their environment from birth, responding to visual and auditory events in the environment and actively engaging in spontaneous movements of the limbs.[1] One of the most critical developmental phases is early childhood.[2] When working with children, it is important to note that motor problems often co-occur with communication problems.[3] Up to 81% of children with mild to moderate functional mobility limitations are diagnosed with communication problems.[3] [4] Poor language skills and a decreased ability or inability to communicate can affect a child's social development, including their self-identity, self-esteem, self-control and ability to interact with others.[5] Parents / caregivers play a pivotal role in the development of communication as they are their infants' and toddlers' primary communicators.[6] This article discusses how and why a child communicates and offers basic communication strategies that parents can adopt to enhance communication with their children.
Methods and Stages of Communication in Children[edit | edit source]
Children adopt different communication strategies from infancy to when they become verbal.
Non-verbal Communication[edit | edit source]
"Infants as young as eight weeks of age actively engage in turn-taking in vocal interactions with their caregivers"[7]
- Non-verbal communication[8]
- eye gaze
- smiling
- pointing
- certain noises
- grabbing
- crying
- Stimulus-response relation (usually learned by 12 months of age)[9]
- orients towards mother (caregiver) to search for cues - e.g. in response to a new toy
- gazing towards caregiver is critical for learning gestural communication
- the absence of sustained infant eye contact with caregivers may indicate that the infant has a developmental delay, with "associated delays in language and/or the absence of learning new stimulus–stimulus relations"[9]
- Joint attention (usually starts 9-12 months of age)
- an infant's "ability to make eye contact with another individual, shift her gaze to some stimuli and regain eye contact with the same caregiver"[9]
- joint attention helps in the early learning of language skills, including naming, and provides a basis for cognitive development and social referencing[9]
- social reinforcers (e.g. a nod or a gestural expression) facilitate and maintain an infant's joint attention
- Social referencing
- "Behaviour chain in which two individuals (caregiver and child) were involved in an interaction", including eye contact, gaze shift to a new stimulus, return of gaze shift to each other, and altered facial cues.[10]
Verbal communication[edit | edit source]
- Begin to respond to symbolic language cues (from 6 months)[9]
- Pointing and naming objects (by 12 months)
- usually involves several steps:
- tracking eye gaze of the person naming the object to ascertain what they are naming
- repeating the name in the presence of the object
- looking back at the caregiver for confirmation
- usually involves several steps:
- By 12 months, an infant's receptive language can be more than 100 words[9]
- Expressive vocabulary usually catches up at around 18 months[9]
Styles of Communication of Children and Parents / Caregivers[edit | edit source]
The following strategies can help parents and caregivers help their children learn language and start to use it expressively.[8]
- Caregivers first need to understand how their child is already communicating (e.g. gaze, smiles etc) - they should aim to analyse how and why the child is communicating
- Caregives should then identify how and why they communicate (e.g. sent a text or email) and identify these same behaviours in their children
- Caregivers can start to understand and anticipate how to help their child communicate more
Understanding the child's style of communication[8]
To help caregivers understand their child's style of communication, ask the following questions:
- Is your child very sociable?
- Does your child have easy back-and-forth conversation and communication?
- Is your child passive during conversation and communication?
- Does your child have a reluctant style of communication?
Understanding the caregiver's style of communication[8]
Ask the following questions about the caregivers' own communication style:[8]
- What kind of style does the caregiver have?
- Do they have a passive style?
- Do they have a sociable style?
Understanding how the environment and personal feelings affect communication
It is important to help caregivers understand that communication depends on our environment and how we are feeling:[8]
- We cannot always expect our children to communicate in every environment
- Children may not want to communicate after a long day, just like an adult
Four Stages of Early Communication[edit | edit source]
There are four identifiable stages of early communication: discoverer stage, communicator stage, first-word user stage, and combiner stage.[11] Each child is unique and can transition to the next development step at different times. One child may move more slowly through the stages than other children of the same age - this can be influenced by developmental delay or illness. Understanding where a child is in their development helps to set realistic expectations and goals.[8]
- Discoverer stage (birth-8 months[12])
- infancy stage
- no back-and-forth reaction
- initially communicates through reflexive responses (e.g. crying, smiling, fussing) to get their needs met
- Communicator stage (8-13 months[12])
- eye gaze
- the child understands meaningful conversation and starts to intent or send messages with intent
- uses pointing or grunting to send messages with intent
- non-verbal communication only
- First word user stage (12-18 months[12])
- uses words or signs regularly
- Combiner stage (18-24 months[12])
- begins to combine words
- starts combining two- and three-word phrases
Communication Strategies for Parents[edit | edit source]
An excellent communicator usually does the following:[8]
- listens
- does not interrupt
- follows our lead
The following strategies can help caregivers communicate more effectively with their children.
Get Face-to-Face[edit | edit source]
- Standing over a child can make them feel intimidated and uncomfortable[8]
- Speaking on the same level as a child makes them feel more comfortable, less intimidated, and it is more fluid[8]
- Getting face-to-face with a child will:[8]
- ease their interaction
- help them understand what you are saying to them
- help them model your words as they can look at your mouth
- Some times you won't be able to get face-to-face, such as:[8]
- when walking or pushing a stroller (if they are facing away)
- while driving with your child in their car seat behind you
- talking with your back to them - e.g. talking while standing at a sink preparing dinner while the child plays on the kitchen floor
Observe the Child[edit | edit source]
The clinician's role is to help the caregiver become a tuned-in listener, to understand the importance of getting face-to-face with a child, and to wait and observe how a child communicates.[8]
Careful observation will help the parent to determine the following:[8]
- What is my child trying to tell me?
- What messages are they sending?
- How does my child communicate? Are they pointing? Are they grunting? Are they smiling?
- Why are they choosing this style of communication? Because they are happy? Because they enjoyed something?
Respond to the Child's Communication[edit | edit source]
"When children learn to communicate, it's for a desire from within."[8]---Dawn Willard
- Do not start your response by attempting to teach, control, or show.
- Help your child learn to verbalise and communicate with you from a desire to tell you what they want.
- As soon as your child sends a message, you must respond immediately.
- If your child is not listened to, they may leave the interaction quickly.
Follow the Child Lead[edit | edit source]
"Silence is the sound of someone thinking."[8]--Questlove
"Playing the way the child wants to play is the most important part of following their lead."[8]--Dawn Willard
The following strategies will help caregivers communicate with their child:[8]
- allow your child to initiate conversation as this is the first step to using expressive language or language to communicate with others
- understand that there should be a pause, give, and take during a conversation with your child
- do not talk the entire time
- wait five to ten seconds for your child to send a message
- silence allows your child to process what is happening and what they want to communicate next
Summary of Strategies for Parents and Caregivers[edit | edit source]
Caregivers can use the following strategies to help their children develop language and start using it expressively:[8]
- Get face to face
- Observe
- Waiting
- Listen
- Follow the child's lead by staying on topic
The following short video highlights describes back and forth interactions and how to help children develop communication skills:
ICF-CY Resources[edit | edit source]
The International Classification of Functioning, Disability and Health – Children and Youth (ICF-CY) can be used to define the impact of communication problems on the child's functional skills. The cognitive functions of language include "recognising and using signs, symbols, and other components of a language", as described in the ICF-CY.
The following are examples of factors relevant to spoken language comprehension in typically developing infants:
Body structure:
- Structure of brain (s110)
Body Function:
- Seeing functions (b210)
- Hearing functions (b230)
- Speech functions (yes or no) (b320)
Activities and participation:
- Communication (d350)
- Social skills (d710,720,750)
- Language activities (d810)
- Symbolic play (d880)
Contextual domain/Environmental factors:
- The educational level of the parents (e165)
- Number of siblings and birth order (e310)
- Language input/caregiver speech (e410)
Personal factors:
- Age
- Sex
You can learn more about the ICF-CY in the Plus course, Using the ICF with Cerebral Palsy.
Resources[edit | edit source]
- Gratier M, Devouche E, Guellai B, Infanti R, Yilmaz E, Parlato-Oliveira E. Early development of turn-taking in vocal interaction between mothers and infants. Front Psychol. 2015 Sep 4;6:1167.
- Overview of Early Intervention
References[edit | edit source]
- ↑ Versfeld P. The Newborn Infant – Setting the Scene Course. Plus, 2023.
- ↑ Singh R, Bisht N, Parveen H. Principles, milestones and interventions for early years of human growth and development: an insight. Int J Curr Microbiol Appl Sci. 2019;8(6):181-90.
- ↑ 3.0 3.1 Vaillant E, Geytenbeek JJM, Jansma EP, Oostrom KJ, Vermeulen RJ, Buizer AI. Factors associated with spoken language comprehension in children with cerebral palsy: a systematic review. Dev Med Child Neurol. 2020 Dec;62(12):1363-1373.
- ↑ Valla L, Slinning K, Kalleson R, Wentzel‐Larsen T, Riiser K. Motor skills and later communication development in early childhood: Results from a population‐based study. Child: Care, Health and Development. 2020 Jul;46(4):407-13.
- ↑ Sainain NS, Omar R, Ismail H, Mamat N, Abdullah R. Parental knowledge and development of languages and literacy, communication and socializations in the early childhood education. International Journal of Psychosocial Rehabilitation. 2020;24(9):2070-80.
- ↑ Dinkel D, Rasmussen M, Rech JP, Snyder K, Dev DA. A qualitative comparison of parent and childcare provider perceptions of communication and family engagement in children's healthy eating and physical activity. Child Care Health Dev. 2022 Jan;48(1):99-109.
- ↑ Nguyen T, Zimmer L, Hoehl S. Your turn, my turn. Neural synchrony in mother–infant proto-conversation. Philosophical Transactions of the Royal Society B. 2023 Apr 24;378(1875):20210488.
- ↑ 8.00 8.01 8.02 8.03 8.04 8.05 8.06 8.07 8.08 8.09 8.10 8.11 8.12 8.13 8.14 8.15 8.16 8.17 8.18 Willard D. Communication in Early Intervention Course. Plus, 2024.
- ↑ 9.0 9.1 9.2 9.3 9.4 9.5 9.6 Pelaez M, Monlux K. Development of Communication in Infants: Implications for Stimulus Relations Research. Perspect Behav Sci. 2018 Apr 17;41(1):175-188.
- ↑ Pelaez M, Virués-Ortega J, Gewirtz J. Acquisition of social referencing via discrimination training in infants. Journal of Applied Behavior Analysis. 2012;45:23–35.
- ↑ Hanen's Four Stages of Early Communication: A Short Guide for Parents. Available from https://www.hanen.org/About-Us/Who-We-Help/Academia/Hanen-Insider/Hanen-s-Four-Stages-of-Early-Communication--A-Shor.aspx [last access 17.12.2023]
- ↑ 12.0 12.1 12.2 12.3 Weitzman E, Greenberg J. The Six Stages of Communication and Language Development. Learning Language and Loving It. Hanen Publication 2002.
- ↑ Speech in a Sec. Developing a child’s communication skills. Available from:https://www.youtube.com/watch?v=2JG9AC0ZxuY [last accessed 12/12/2023]
