| Your child's language is developing day in, day out. | | | | You need to describe the toys that your child |
| He is learning new words each day by listening to | | | | plays with. |
| people talking around him like his family, TV and | | | | Descriptive talk introduces the different names of |
| the radio. Each child is an individual, no two children | | | | the toys your child is playing with. (E.g. "you are |
| are the same and therefore each child will learn | | | | holding the ball, the ball is orange") |
| language at their own pace. It is important that | | | | Step 3: |
| you as parents communicate to your child as | | | | Talk about everything that you and your child are |
| much as possible. It is really important for parents | | | | doing. This will help match the language to the |
| to play with their child as much as possible if it | | | | particular action you are doing. (E.g. "I am bouncing |
| has been found their child has a language delay. It | | | | the ball and now I am holding the ball") |
| is also important that the child's environment | | | | Step 4: |
| provides a lot of opportunity for them to play | | | | Purposefully use language. |
| creatively. | | | | Ask questions and encourage him to ask |
| What You Will Need | | | | questions as well. Children need to use words to |
| - Toys that are age appropriate for your child. | | | | accomplish certain things, this is purposeful |
| Step 1: | | | | language coming into effect. (E.g. "can you help |
| Parallel talk while you are playing with your child. | | | | me tie this lace") |
| Parallel talking is basically talking about what your | | | | Step 5: |
| child is doing while he is playing. (E.g. "you have a | | | | Have conversations with your child. Talk to your |
| red block in your hand and now you are putting a | | | | child while you play together and encourage him |
| blue one on top of the red block".) Parallel talking | | | | to talk back to you by leaving enough gaps in |
| introduces names and actions into your child's | | | | between the things you say, so as your child is |
| vocabulary. | | | | given enough chance to talk back to you. |
| Step 2: | | | | |