'Doing' words

Action words describe what people are doing. They are more difficult to learn than object names. Children pick them up more easily if they can be experienced, for example, by ‘washing’ themselves or teddy.

Activity to try;

Have a teddy, doll or a favourite toy, a cup, brush, item of food and a flannel nearby.
Put out teddy (or other toy) with two different objects such as the cup and flannel and ask your child to ‘make teddy drink.’ and ‘wash teddy.’
You can also ask the child to make teddy do something that doesn’t need any props like sleep, run, sit, wave or clap. For example, ‘make teddy jump,’ ‘make teddy sit’ or ‘make teddy sleep.’

If your child finds this activity tricky you could try;

Use actions or signs to help your child understand the instruction.
Show the action and then repeat the instruction for the child to follow, like this;

★ Adult: ‘Make teddy jump.’
★ Child: Doesn’t respond or performs wrong action.
★ Adult: ‘Look, teddy jump’ (show the child, then replaces teddy).
★ Adult: ‘Can you make teddy jump?’
★ Child: Responds correctly or adult shows again.

During play or when looking at books, talk about what toys or people are doing using one–two-word sentences.

Describing words

Adjectives are describing words that tell us a bit more about things, for example, ‘wet hands’, ‘dirty shoes’.

Activities to try;

Gather together some pairs of pictures. One of the pictures should show the item in a different state, for example ‘dirty’, ‘happy’, ‘wet’, ‘broken’, ‘big’. The other picture should show the object in its ‘normal’ state.
Put out two pairs, for example ‘happy’ girl and ‘sad’ girl; ‘broken’ cup and ‘normal’ cup.
Ask your child to point to ‘broken cup’.
When your child can do this, move onto other picture sets.

If your child finds this activity tricky you could try;

Use real objects rather than pictures, for example ‘big’ teddy and ‘normal-sized’ teddy; ‘dirty’ glove and ‘not dirty’ glove.
Use actions or signs as well as the describing word and object name.
Concentrate on one describing word to begin with - find lots of things that are ‘wet’ or ‘dirty’.
Don’t refer to the other item as being ‘not dirty’ or ‘clean’ as we are not expecting your child to
know the difference between the describing words at this stage.

Understanding more complex instructions

This activity will help children follow three key words in a sentence.

Three-word level instructions can be given during everyday activities. In this way teaching and learning opportunities are available throughout the day.

Activity to try;

Gather together a doll, teddy or another toy character which your child likes, a flannel and a hair brush.
Play together using the items to ‘wash’ and ‘brush’ doll/teddy’s body parts.
Encourage your child to listen and then give an instruction using three key words - ‘wash teddy’s feet,’ ‘brush doll’s hair,’ or ‘brush doll’s hand.’
Try to remember not to look at, point to or give any visual clues to your child.
If your child doesn’t quite get it right, acknowledge what they have managed and praise them, say the instruction again and then gently guide your child towards the correct toys. Say the instruction again as you guide or your child copies you.

If your child finds this activity tricky you could try;

Use actions or signs as well as the key words.
Use just one of the characters, for example the doll, and give the instructions as above. Your child will only have to understand two key words, for example for the instruction ‘Wash doll’s face’, the child needs to understand the words ‘wash’ and ‘face’ as there is no choice of who to do it to. When your child is able to do this, put teddy back and give the same instruction, for example ‘Wash doll’s face’.
Look at the items as you give the instruction. You can gradually make this less obvious.

Matching sounds

Children need to be able to look at items or pictures while listening to a sound.

Animal noises

Activity to try;

Gather four animal pictures or toys and show your child what sounds they make.
Lay out the pictures or toys and explain to your child that you want them to pick up the animal that matches the noise you make.

Encourage your child to copy the sounds as you play.

If your child finds this activity tricky you could try;

Giving less options. Use two items instead of four.
Use a sign, action or gesture of the animal alongside the sound you make.
Start with animals which your child is likely to know such as cats, dogs or ducks.

Sounds in the environment

Activity to try;

Use a range of noises that can be easily copied, like;

Car – ‘brrm-brrm’
Clock – ticking
Crisp packet – rustling
Baby – crying
Train – ‘choo-choo’
Spoon in cup.
Bell – dinging.
Hands – clapping
Set of keys

Find pictures of the items and lay out three.
Make the sound for one of the pictures. Can your child find the right one?

Encourage your child to copy the sounds as you play.

If your child finds this activity tricky you could try;

Giving less options. Use two items instead of three.
Use a sign, action or gesture as well as the sound you make.
Use familiar objects or pictures.

Musical Instruments

Activity to try;

Gather four pairs of musical instruments, such as;

shakers
drum
bell
triangle.

If you don't have instruments, you could make some using a bottle and dried rice/pasta for a shaker or an old tin and wooden spoon for drum.

Show your child each of the instruments and the sound they make
Put one set of instruments in front of you and the other in front of your child.
You will need to put something in front of the instrument so they can't see which one you are playing. You could use a cushion or large book.
Ask your child to listen as you play one of the instruments. Ask them to find the one that makes the same noise.

If your child finds this activity tricky you could try;

Giving less options. Use two instruments to start with.
Let your child see the instrument you are using until they feel confident to choose the right instrument. You can try covering it again once they get the hang of it.

Communication Tool

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