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Using natural activities will increase vocabulary.  When your child needs to learn a “target” word, try these activities:

  1. Find five pictures depicting the word and tape them in five major doorways throughout your house.  Place the pictures at your child’s eye level.  Now establish the “rule” that whenever a family member goes through that doorway, and your child is within listening distance, the family member must say the word or a short phrase containing the word.
  2. Use the word in some of your family’s favorite songs.
  3. Have your child participate in activities in which the word occurs (folding clothes, mealtime, playing with toys, dressing, bathtime, etc.). Use the word repeatedly throughout the activity.
  4. Encourage your child to use the word, but without too much pressure.  Continue the activities described to help the child listen to the word and see how using the word can influence other people.
Using activities of daily living to help your child learn new words and using the words repeatedly in the activity will help your child retain the word.  Praise your child for using the word in conversation when it occurs.
Reference:  The strategies were taken from Communication Skill Builders by Leslie S. McColgin.
Be sure to visit www.interactivetherapy.net  and click on the facebook link to view the latest interesting posts.  Click like page, if you like what you see.  The latest tweets are on twitter @PamelaHass.

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Interactive Therapy Inc. hasn’t blogged in a while, so this post is a continuation of learning new words that was started in April, 2015.  These are more tips to help your child learn new words for improved communication:

6) Try to use meaningful situations at home to develop language learning.  For example, when your child wants or needs something, the child is more likely to pay attention to the word, or to try to say the word.

7) Repetition is very important.  It is possible to find many different responses to say a word in a given situation.  It may be necessary for your child to hear a word many times, in different phrases, before the child will try to say it.

8) Respond appropriately to your child.  Children acquire words because words bring results.  The big “payoff” for your child’s use of words is your natural and spontaneous response.  For example, your child might say, “More ice cream, please.” If you give more ice cream, the child is discovering that language gets results.

9) As your child learns new words, the pronunciation may not be correct.  It is important that you accept variations in pronunciation at first.  Encourage the use of the word without correcting the child’s pronunciation.  Pronunciation can be improved once a child has acquired a word and uses it without hesitation in appropriate situations.

10) Your child also needs to hear and see what the word is NOT.  Knowing what a hat is , is related to knowing that other things are “not hats.”  Putting different types of hats in a group is one way to help your child know what a hat is and for example that ” a shirt” is not a hat.  Point out to your child things that are not what you are currently working on.  In general, it is best to start by pointing out what something is before pointing out what it is not.

The above information was taken from “Communication Skill Builders”  and written by Leslie S. McColgin for instructional purposes and edited by me.

I would like to add that the target for increasing vocabulary from the time a child starts talking is to add 1-2 new words per week.  I want to reiterate that using objects in daily living repeatedly and in a variety of ways is the best way  to increase vocabulary.

Please check out  www.interactivetherapy.net to get more information about the speech/language services that Interactive Therapy Inc. provides. Please view Interactive Therapy’s face book page at facebook.com/Interactive Therapy Inc. and twitter @Pamela Hass to view interesting posts about speech language pathology.  If you like what you see on face book, please like Interactive Therapy Inc.

Pamela Hass, Speech Language Pathologist