Communication Tips for Caregivers

Read

Reading every day builds receptive and expressive language skills. Good language skills are the foundation for future reading success. For babies and toddlers, “reading” usually isn’t reading a book cover-to-cover. It might look like skipping around, going back to favorite pages, pointing to the pictures, and talking about what you see. For bigger kids, pause and talk about what new words mean. Little ones birth-5 years old may be able to receive books through Dolly Parton’s Imagination Library program. Our center also sponsors a Little Free Library.

Expansion

Add words to what your child says. If your child says "ball," you can say "roll ball" or "roll the ball to me." This encourages your child to combine words.  

Forgetfulness 

After your child is used to a routine purposely forget a part of the routine. For example, hand your child a cup without pouring anything into it.  

Giving Choices

When your child uses non-specific pointing to indicate that he wants something, give your child a choice between items and try to get your child to use a word instead of pointing.  

Guided Learning

This strategy is best for children who are not yet talking. It involves arranging the environment so that something challenging will attract your child's attention. If your child is beginning to play routine games, like pushing cars back and forth, try other games using the same principles.  

Imitation

One of the best ways to teach your child that imitation is fun is to imitate something your child starts. Children enjoy imitation; especially something silly!  

Modeling

Encourage your child to use words to talk about what he is doing by modeling. Show or say what you want your child to do before you expect him to do it.  

Novelty

Introduce something new into the environ­ment, something that may be out of place. For exam­ple, if you are playing with kitchen items and food, put blocks or toy cars in too. See if your child notices the new or unexpected item. If not, draw attention to it by saying, "Oh, look at that" as you point to it and name it.  

Out of Reach

Put something you know your child will want out of reach or in a container your child cannot open. Putting the item out of reach creates a situation for your child to point to an item to indicate what he wants. Try to get your child to say or sign the name of the desired object.  

Parallel Talk

Give a running commentary about your child's actions. Describe what your child does, using language at the level you want your child to under­stand.