Stages of Communication
Stages of Communication
Stages of Communication
It is very important for children to have interactions with peers and adults throughout the
session.
Long before a baby can talk they communicate through crying. Getting to know your child
and understanding what those cries mean helps parents accept that this is your child’s
primary form of communication.
When they cannot communicate or find it challenging, it can lead to frustration and
different forms of behaviour. When thinking about behaviour we must always remember
that all behaviour is a form of communication. What is the child trying to tell us?
Next Steps
Allow your child to lead, Adapt to share the moment, Add new experiences
Use Tuned–in-parenting techniques. This means does your child need YOU to be the helper,
teacher, do they need a break, are YOU the mover. The more time you can be the tuned in
parent, the happier your child will be.
Allowing your child to lead means taking a moment to Observe, Wait and Listen. First,
figure out what your child wants, then it is easier to follow their lead, later take turns in your
game, look to see if they are watching and then introduce some simple words.
Call and response is also another great way of promoting communication and anticipation. Remember
to Observe while engaging in your musical moment,
Wait for your child to respond and then Listen and respond.
Taking Turns
Sing together and your child will start watching and looking at your face.
They may recognise familiar songs. Look for an expression change when you start to sing or
play a piece of music.
Actions and Movement
Use actions, signing or dancing when singing or playing a piece of music.
Children naturally want to move especially when listening to music.
Copy Cat Games
While you sing to your child, stop at crucial parts of the song and wait… look for a response
from your child. For example, “If You’re Happy and you know it clap your….”
S –Start your musical routine the same way each time. Row Your Boat starts by sitting on the floor
P – Plan your child’s go! At different times of the song let your child lead the song.
A –Adjust the routine to create opportunities. Slow down and pause. Wait for your child to take their turn.
R – Repeat the song, words, actions or musical experience again and again.
K – Keep the routine going. At the end of each musical moment, pause and wait to see if your child wants to do
it again. Follow their lead.
Highlight the language of the songs or rhymes. You can use puppets or toys as objects as reference, use
picture cards or actions to reinforce language. For example, Head, Shoulders.. to teach body parts.
Make up songs with your child and build into your daily routines, for example ‘Where’s your shoes?’ to the
tune of Frere Jacques.
Stage 1:Music for Discoverers – use rhythm & movement when singing. Bouncing & tickling.
Stage 2: Music for Communicators – using actions alongside songs. Fill in the missing word or action.
Stage 3: Music for First Words Users – promote asking for songs. Ask for music to continue.
Stage 4: Music for Combiners – may sing some repetitive parts of the song and use in pretend play.
Stage 5: Music for Early Sentence User – child takes turns, may say ‘more bus’ and may sing to themselves.
Having Fun!
Play can be in the moment but having activities ready and organised helps to focus on
What you want your child to learn.
Have fun together
Use SPARK interaction
S –Start your routine the same way each time.
P – Plan your child’s go!
A –Adjust the routine to create opportunities.
R – Repeat experiences.
K – Keep the routine going.
Go with the flow! If your child is not at the stage of playing with toys just follow their lead. If they
want to push blocks under a chair – that’s ok, just get involved!
Taking Turns
If your child doesn’t include you in their play and follows their own agenda, that’s ok we just find new ways to
create interactions.
Find out what really motivates you child, having a highly motivating toy or object like a light up toy or
bubbles can work well.
Use the language, ‘My turn, Your turn.’ Or wait for eye contact and say – ‘Again..?’ when they look at
you.
Keep language simple and short.
Amazing Anticipation
Using anticipation is a very powerful intensive interaction technique when you’re playing with your child.
If your child is not yet talking this can be the first step in encouraging communication skills.
Again, use highly motivating objects and toys that your child really enjoys.
Use ‘Ready, Steady ….’ And wait for a look or movement, gesture or even language for your child to
signify ‘Go!’
They are supportive play sessions and staff model play techniques that
promote positive communication.
We look forward to you and your child joining us in the BEARS Club.
Importance of Visuals
Melanie Keig PSAC Specialist SEN Teacher
Adapted from the Hanen programme: Learning Language and Loving It by Elaine Weitzman & Janice Greenberg
YOU make a Difference by Ayala Manolson It Takes Two to Talk by Jan Pepper & Elaine Weitzman
NHS Forth Valley Visual Supports
Visual supports and visual schedules give children visual information that they can look at as often
as they need to. Visuals do not always have to be pictures or photographs they can also be signs or
objects. Using visuals alongside language is proven to be a successful tool in learning language and
communicating.
Types of Visuals
There are a number of types of visual supports and children do not understand all types straight
away. Children’s understanding of visuals develops in the following order:
1. Real Objects
2. Small World Objects
3. Photographs
4. Pictures/Symbols /PECS
5. Black and White Line Drawings
6. Words
7. Phrases
8. Sentences
For a visual to be effective, it is important to think about why a child needs them and what type
of visual needs to be in place.
Visuals Stay - When thinking about the power of visuals you can remember that visuals stay –
words fly away!
Some children find moving from one activity to another very tricky. There are some ways we can
support children to do this.
Use the finished visual with your child, and ensure that when the activity
is finished, the object
or symbol is no longer be visible, as the pupil should associate it with
finishing only.
Use visuals with a first/then board. Ensure the ‘first’ activity is
something you want your child to do followed by a highly motivating toy,
object or activity.
Sharing personal space - share space in a mutually acceptable way e.g. somehow lying, sitting,
standing or even moving together
Vocal echoing - Echoing some aspect of a person’s sounds or speech
Behavioural mirroring - Mirroring some aspect of a person’s posture, movements or behaviour
can be socially acknowledging
Physical contact - Sensitive, sociable physical contact can sometimes promote mutual trust and
sociability e.g. holding, squeezing or clapping hands together; hand-over-hand games
Exchanging facial expressions - Using clear and sustained facial expressions
Joint focus activity - This is when both people focus their attention on the same object or
activity
Turn taking - Turn taking involves two people intentionally sequencing their actions in some way
Using ‘running commentaries’ - use of a positive ‘running commentary’ on someone’s actions
can provide a socialising element to an engagement e.g. using limited language to describe a person’s
activity e.g. “wow, great, yeah...”, “I can see you looking...”, “from me to you...” etc.
Attention Bucket
Having a bucket filled with exciting and engaging toys
Can be used to focus attention and helps to
share gained attention.