Language at the…Park!
Introducing: Our “Language at the…” Series!
Speech and Language building opportunities are everywhere!
This is the first post in a series of (future) posts that will outline how to work on language skills wherever you are! We know that parents these days are always on the go. We are going to give you strategies and tools so you can enhance your child’s receptive and expressive language skills no matter where the day takes you!
This first post will take us to the park! There are so many opportunities for language at the park! Let’s discuss strategies first, and then we will talk about how to put them into action.
Strategy #1: Natural Consequences (both positive and negative)
Definition: Ok so this may not be an “official” strategy in the world of speech but we have seen this work with our clients. It takes some patience and a little faith on the parents’ part. The motto for this strategy: Let the low-stakes situations play out. By low-stakes, we mean the situations where all parties are safe. *We do not encourage letting high-stakes situations-where a child is unsafe-play out with natural consequences.*
Here’s an example: your child is playing in the sandbox and chooses not to share their shovel with the other kids. (Instead of intervening and suggesting that your child share, observe what your child does.) The other kids may become upset and choose to play on the swings instead, leaving your child in the sandbox alone. This low-stakes, natural consequence shows your child that sometimes when they choose not to share, other kids may decide not to play with them. Now, your child may prefer that! Maybe they would truly rather play alone, and that’s ok! But either way, it is a learning experience.
Let’s look at the positive consequence of the same situation. Maybe your child does choose to share their shovel and, in turn, the other kids share their toys. Perhaps this is reinforcing for your child and they will learn that sharing toys is beneficial for both sharers without the parent having to teach this explicitly. Natural consequences give your child an opportunity to experiment with what works and what doesn’t, and discover their preferences!
In addition to this strategy, you could check-in with your child after the park on the way home by saying, “I noticed that the kids at the park _____(did this)_____ when you did/did not choose to share your shovel. What did you think about that?” This is an open-ended question that let’s your child determine what happened, how they felt about it, and what they might do next time.
Strategy #2: Recasting
Definition: Recasting is when you repeat what your child said in a more complex or more grammatically-correct way.
Example: Your child says, “Go slide.” You might recast this into, “Go down slide,” or “Go down the slide.” This strategy gives your child the model of how to express their thoughts in a grammatically-correct way, while increasing the language demand so they can continue to be challenged and grow!
Strategy #3: Parallel Talk
Definition: Parallel Talk is when you, the parent/caregiver, narrates what the child is doing.
Example: Your child is playing with the sand. You might say, “Ooo the sand. It feels soft. Pour it in. In the bucket.” This allows your child to associate their actions with the language you are providing.
There are so many ways to work on speech and language at the park (or anywhere)! Look for Part 2 of the “Language at the…” Series next week to see where we’re headed next!
Have other tips for language at the park? Comment below! We would love to hear what you think!