“Shut the door,” “Sit down,” “Go to sleep.” We write them as multiple words, but do young children view them that way? How do we know if a child has learned a “chunk” versus really putting together a multi-word utterance? Continue reading
Young children love to be in control (who doesn’t?). Think about it: so many aspects of their lives are decided for them — what and when they’ll eat, where they go each day, when they take a bath, etc. For children with hearing loss, parents may tend to be even more directive, giving short, simple commands to head off any misunderstandings by a child with limited language. But challenge yourself! Giving choices can help meet an important developmental need while growing language skills as well!
Figurative language: idioms, metaphors, similes, and the like, can be one of the most difficult aspects of language for English language learners, and children with hearing loss, to master. How can we help children learn, understand, and use nonliteral language in a way that is natural?
When I coach other professionals, I tell them to work smarter, not harder! I like to pick just one book and make it work for ALL of the children I see in a week. My schedule is filled with listeners of all different ages, developmental levels, and needs, but with some creative thinking, you can take a classic story like Goldilocks and the Three Bears and find a gold mine of goals inside. Here are THIRTY ways to make the Three Bears work for (nearly) everyone on your caseload.