· Web viewOnce your child is engaging in short conversations of at least 4 turns, adding ideas...
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SUPPORTING ADVANCED CONVERSATION SKILLS Once your child is engaging in short conversations of at least 4 turns, adding ideas about their likes and dislikes and talking about a variety of topics, they may be ready to work on some more advanced conversation skills. Areas to target at this stage: Making more complex comments or asking a question: Continue to model comments and questions about a range of topics. For every one question, try to make 5 comments. Your child will learn to copy your language models, so teaching them a range of things to say is helpful. Try and set up an opportunity for your child to ask a question by sharing information but leaving out something your child might be interested in (e.g. “Our dog did something so silly today!”) Rehearse with your child (e.g. “Mummy is shopping. What will we ask her when she gets home?”) Sharing information about the past or future: Model how to talk about the past or the future (e.g. if you read a story about a zoo you could say “I liked when we went to the zoo and the penguin ran right in front of us!”)
Transcript of · Web viewOnce your child is engaging in short conversations of at least 4 turns, adding ideas...
SUPPORTING ADVANCED CONVERSATION SKILLS
Once your child is engaging in short conversations of at least 4 turns, adding ideas about their likes and dislikes and talking about a variety of topics, they may be ready to work on some more advanced conversation skills.
Areas to target at this stage: Making more complex comments or asking a question:
Continue to model comments and questions about a range of topics. For every one question, try to make 5 comments. Your child will learn to copy your language models, so teaching them a range of things to say is helpful.
Try and set up an opportunity for your child to ask a question by sharing information but leaving out something your child might be interested in (e.g. “Our dog did something so silly today!”)
Rehearse with your child (e.g. “Mummy is shopping. What will we ask her when she gets home?”)
Sharing information about the past or future: Model how to talk about the past or the future (e.g. if you read a story about a
zoo you could say “I liked when we went to the zoo and the penguin ran right in front of us!”)
Explain to your child that other people might like to hear about something that has happened (e.g. “Daddy will like to hear about the party!”)
Rehearse with your child (e.g. “What shall we tell Daddy about the party?” and model e.g. “I want to tell him about when the magician made the money disappear!”)
Use visual support to help your child talk about what happened. A couple of photos from the party will make it easier to tell daddy who was there and what they did.
Remember to wait to give your child time to respond and formulate ideas.
Talking about others: When looking at pictures and books, help your child to think about what
people might be saying or asking. When talking about others, use feelings vocabulary to help your child
understand how another person feels (e.g. ‘Mummy must be upset because she spent time cooking dinner and Molly didn’t like it’.)
Link what happens in programmes and stories to real life (e.g. “This boy hurt his knee. We saw Billy hurt his knee on the way to school yesterday, didn’t we?”)
