The third stage of family intervention for language delay means that the child is about to face the development of social skills, and parents should not neglect the training of long sentences.
1. There are more ways to express yourself: When others ask questions, if the child will only say "yes, no" and "good, bad", then in social interactions, he will be very interactive. A high vocabulary does not mean that children can "speak well", and only by organizing the vocabulary effectively and expressing it in more ways can they better develop social relationships.
2. Master grammatical structures: Only through the practice of phrases and long sentences can children learn more grammatical structures, including verb tenses, noun clauses, subject-verb phrases, verb complement phrases, etc. If the child has poor grammar skills, then other children may say a lot, and he may not understand it, and he may not be able to communicate effectively.
3. Improve communication efficiency: The practice of long sentences is essentially to improve the proficiency of language use. The more sentences your child masters, the more he will blurt out in impromptu oral communication, so that both parties can be kept on an equal social footing. On the contrary, if the child stumbles and always stops to think about it, then others will lose interest in communicating with him.
1. Two words and sentences: action + object (i.e., predicate + object). action + verb (eat, wash, cut); vocabulary + object (apple, banana);
Mom can prepare some picture cards as training tools. Detailed explanation of Tuka training:
Step 1: Let your child know about apples and grapes. Put the picture cards of apples and grapes side by side on the table and ask the child, "Which is the grape?" "Which is Apple?" Let the child choose for himself.
Step 2: Make sure your child understands the concepts of verbs such as "take" and "eat", then make actions such as washing, holding and eating, and ask your child "What am I doing?" Guide the child to say the two phrases and complete the connection of the verb-object phrase.
Step 3: The mother re-does the first and second steps completely, and the child imitates them, and the mother says while doing it, and forms a long sentence to say the operation of the two steps, "Take out the apple first, wash it again, and we will eat it together." Have your child imitate saying longer sentences.
Step 4: Give the child multiple picture cards, the mother describes a little longer, give the child more word hints, and at the same time carry out gesture assistance, guide the child to organize the language by himself, and do his best to describe the content of the picture card completely.
Step 5: When the child has mastered the fourth step, we can carry out consolidation exercises, prepare more picture cards with different contents, and guide the child to describe by asking questions, such as "The kitten is in **?" What is Piggy doing? "Who is the family on the card?" ”
2. Learn tips about multi-word sentences.
Some children with language delay are less able to combine multiple words and sentences, so they will always encounter obstacles when learning long sentences. We can improve the child's ability by instructing the content and the training method of correspondence.
Names, sizes, colors, actions, item names, etc., which make up the elements of a sentence, can be used to practice multi-word sentences. Mothers can prepare corresponding toys and picture cards according to different items such as the size and color of the materials to help children learn. Training combination formula: big, small + red, yellow + thing name. Aids: Two sets of cards of different sizes and colors (red and yellow) of shoes and hats.
Step 1: Place large and different colored shoes or hats and small different colored shoes or hats in front of the child, and ask the mother "which is big", "which is small", "which is red", "which is yellow", and let the child choose the corresponding picture card. The mother asks "which is the shoe" and "which is the hat" and asks the child to choose the corresponding picture card. When your child makes a mistake, prompt and confirm that it is true or false.
Step 2: Make a two-word verbal stimulus and tell your child which is the big red shoe or hat, which is the big yellow shoe or hat, which is the small red shoe or hat, and which is the small yellow shoe or hat.
Step 3: Prepare two sets of 4-6 hats and shoes of different sizes and colors, one for each mother and child. Like playing poker, the mother shows one, and the child chooses to show the same card.
Step 4: The operation steps are the same as step 3, but to add verbal stimuli, use "big red hats" and "small yellow shoes" to prompt children to make the right choice. If the child understands incorrectly, the mother must give hints, such as strengthening the tone in color and size, staying for a while to give the child time to think and understand.
According to our 1000+ successful cases, if many children go well in long sentence training, it means that their early vocabulary comprehension and application are relatively solid. On the contrary, once there are more than 5 phrases, the child will not be able to imitate them, which means that we need more patience and focus on the basic practice of multiple words and sentences.
Family intervention for language delay (Chapter 3) to break through the bottleneck of vocabulary accumulation in a short period of time.