Parent Handouts:

Language Intervention Activities

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 Preverbal-Preintentional

General Language Strategies

Learning to Talk ♦ set up a regular daily

schedule
• for eating
Children learn to talk • for bathing
• for reading
by hearing others talk • for napping
• for playing
to them. You can
help your child learn ♦ use similar words each time
to talk. you play with, feed, bathe, and
read with your child

♦ make positive comments

• You’re such a good baby
• What a happy boy/girl!
Things to do and say
♦ focus on the same thing
• watch your child; talk about
what he or she looks at
• move objects into your child’s
view to talk about them

♦ follow your child’s lead

• imitate your child’s movements
• imitate your child’s sounds

♦ have pretend conversations

♦ talk about your child’s

sounds and movements

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 Preverbal-Preintentional

Language Activity #1

What to say
Talk During Feeding ♦ have a conversation
• Example:
Are you hungry?
Babies spend much of Yes, you’re a hungry baby.
their time eating and
♦ talk about your baby’s
sleeping. Feeding eating and movement
time is a great time to • Example
Look at you eat.
talk to your baby You are really eating fast.

Positioning
♦ hold your baby in a usual
feeding position

♦ hold your baby so he/she

faces you

♦ make eye contact with

your baby

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 Preverbal-Preintentional

Language Activity #2

Talk While Diapering Talk about what your

baby is doing
Many things happen ♦ Example
during diapering. Talk • Oh, you don’t like that dirty
diaper.
during diapering helps • You’re such a wiggle worm.
your baby connect • I see you looking at me.
• I hear you talking to me.
words to the things • You like that clean diaper, don’t
that are going on. you?

Talk about what you

are doing
♦ Example
• I’m going to change your
diaper.
• I’m taking off your dirty diaper.
• I’m cleaning you up.
• I’m getting a clean diaper.
• I’m putting on the clean
diaper.
• Now I’m done.

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 Preverbal-Preintentional

Language Activity #3

Talk or sing as you

Talk While Bathing bathe your baby
♦ Example
Bathtime is another • It’s bathtime. I’m putting you
good time to talk to in the water..
• Oh, that feels nice, doesn’t it?
your baby. Soothing Yes, it’s nice.
• I’m washing your hands.
talk and touching your • I’m washing your toes.
baby is calming and (Sing: “This is the way we wash
our . . .toes, hands, etc.)
pleasant. • What wiggley toes
• I’m rubbing your tummy.
• What do I wash now?
Before bathing (watch child’s movements)
• Oh, wash your fingers.
♦ make sure the water is • All done. What a nice clean
warm baby!
(not hot or cold).

♦ have everything ready

before putting your baby
in the tub
(soap, washcloth, towels, clean
diaper and clothes, etc.)

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 Preverbal-Intentional

General Language Strategies

Helping Vocalizations
Become Words ♦ read every day with your child

♦ let your child begin to explore

Pointing, showing and writing and drawing

making sounds lead to ♦ play word games

words. You can help ♦ spend time outside playing,
your child learn words. talking, and working

What to do and say

♦ show interest in what your child
is playing with or looking at
♦ talk about what your child is
doing
♦ imitate your child’s movements
and sounds
♦ turn your childs sounds into
words
• “buhbuh --> “Yes, bubbles”

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 Preverbal-Intentional

Language Activity #4

Example:
Communicative • begin eating a snack in front of your
child
Temptations • wait to see if your child indicates he or
she wants some
• if your child holds out his or her hand,
Setting up activities then give your child small portion
• Comment: “Oh, you want some
that require your child _____.”
• if the child holds out his or her
to talk or gesture will hand for more food, say, “More?”
or “Cookie?” and wait for your
increase his or her child to vocalize.
• repeat or restate “More” or “Cookie”
communication following your child’s vocalization
• give the child another small bite
• avoid making your child cry or fuss
Other Activities

What is communicative
1. place a toy in a container with a tightly
fitting lid; hand it to your child
2. blow bubbles, then put the lid on, wait
temptation 3. start a game of peek-a-boo, then stop
4. hand your child blocks, one-at-a-time, to
♦ any activity in which your put in a box; then stop and wait.
child wants or needs
something
What to do?
♦ show your child something, then
put the object out of reach or
out of view

♦ wait for your child to request the

object (vocalize, reach, etc.)

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 Preverbal-Intentional

Language Activity #5

Bathtime Language Talk about body parts

♦ ask questions
• Wash feet or tummy now?
Bathtime is a good • What should we wash now?
• Where’s your nose?
time to learn new
words. Body parts, ♦ make comments
• wash your toes
common objects, and • clean those ears
simple actions can be
♦ play simple word games
learned naturally. • find your nose
• show me your hair
• point to your eyes

Talk about objects

and actions
♦ ask questions
• Where’s the soap?
• What do we need?
♦ make simple comments
• bubbles
• water
• splashing
• all clean

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 Preverbal-Intentional

Language Activity #6

What to do and say

Explore Books ♦ point to and name the
pictures
• Look, that’s a car.
Children learn words • The car goes vroom . . .
from books. Read and (move the book like a car)
• The doggie goes, woof, woof
talk about the same
book with your child ♦ allow your child to explore
the book (chew, bang,
every day. etc.)

♦ allow your child to flip

through the pages and
Book selection touch the pictures
♦ pick sturdy books children ♦ comment on your child’s
can chew and bang. actions
• You really like that kitty.
♦ pick books with familiar objects • Comb your hair.
toys, clothes, pets, food, dishes, etc

♦ select books that have simple

pictures (one object per page)

♦ select books that have

interesting textures to touch
or feel

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 Preverbal-Intentional

Language Activity #7

Explore Writing and What to do

♦ trace your child’s body on
Drawing large paper and allow child
to fill in with paint, marker,
crayon
Learning to write
begins with actions ♦ paint at various angles
using writing materials • table top
• easel with brush or finger paints
• chalk drawings on sidewalk

♦ make handprints or footprints

with fingerpaint

Writing Materials
♦ pick writing utensils that are
large and easy to hold
• large crayons
• non-toxic markers
• brushes, fingers, toes

♦ Use a variety of paper

• large and sheets of various colors
• old newspaper
• paper bags
• old cards

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 First Words

General Language Strategies

What to say
Learning New Words ♦ Ask open-ended questions
• What do you see?
• What should we do?
As children explore
their world, inside and ♦ Model short sentences
• Go up.
out, they need new • Big jump
words to talk about all
♦ Offer choices
they see, touch, taste, • Up or down?
• One or two?
smell, and hear. • Eat or drink?

♦ Give part of a sentence

What to do • Look at the _______.
♦ physical activities • It’s a big ________.
- climbing - playing ball
- dancing ♦ Reword or repeat child’s
words
♦turn-taking games

♦ reading

♦ writing/drawing
♦ problem-solving activities
- stacking rings
- building blocks

♦ exploring other environments

- park - library
- farm - zoo
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 First Words

Language Activity #8

Talk While Getting What to say

♦ Tell your child what you are
Dressed going to do.
• Example: We’re going to the store.
Toddlers want to con- ♦ Offer choices
trol things around • Example: What should we wear?
them. Help your child Your red or your blue outfit?
(show your child the choices)
make choices about You Picked the red one.
Pants or shirt first?
what to wear. Now what?

♦ Talk about body parts

Before dressing
• Example: Put your arm in. Where’s
that foot?

♦ get clothes ready for your

child
♦ select two outfits for your child
• jeans or shorts; pants or skirt
• different colors: blue or red
• different designs: stripes or checks
• different footwear: shoes or
sandals

♦ put the outfits side-by-side

(at child’s eye level and within reach)

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 First Words

Language Activity #9

Talk During Toy Play What to say

♦ Example 1 (block party)
What should we make?
Play is a child’s work. A house. That sounds good.
Do you need a red or blue
Children play to learn block.
new things, new words,
♦ Example 2 (cooking)
new roles (Mommy, Let’s make dinner.
Daddy, worker, etc.) What should we make?
Chicken or hamburgers?
Talk helps your child Yum, I like hamburgers.
You’re making a big hamburger.
learn new things.

Toy selection
♦ pick toys that are easy to
hold onto

♦ pick toys that allow role-

playing
(dolls & clothes, cooking sets,
play foods, blocks, farm set,
cars and people)

♦ avoid toys that children

simply watch

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 First Words

Language Activity #10

Talk During Reading What to do and say

♦ read or talk about the same
book (every day for at least a
Reading is the most week)
• first reading:
important activity for - point to the pictures
helping your child - name the objects and people
- let your child point to pictures
learn language. Read - ask: What do you see?
every day with your • second reading:
- ask: What’s happening here?
child. - name and describe objects and
actions
- demonstrate actions(pretend to
eat)
Book Selection - encourage animal or motor
sounds
• each rereading:
♦ simple pictures - find out what your child remembers
* Who/What is that?
♦ everyday activities * How does the doggie go?
* Where’s the spoon?
• eating
• dressing
• bathing

♦ words name or describe

objects
• foods
• clothing
• bath supplies/bath toys
• caring for baby

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 First Words

Language Activity #11

Talk During Writing What to do and say

♦ write with your child; talk as
you write
Writing begins with Example:
scribbling. Write and I’m writing a letter
Now I’m making a heart.
scribble with your child.
Talk about writing and ♦ talk about your child’s
writing; point to his or her
read your child’s writing
scribbles. Example:
You’re writing words.
You wrote Cece.
What a great line!

Writing materials
♦ pick large crayons or pencils

♦ use different colored papers

♦ use paper with and without

lines

♦ use old cards, envelopes,

and letters

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 First Words

Language Activity #12

Learning to Take Turns What to do and say

♦ hide objects for your child to
find
Learning to take turns • say: Where’s the ____? or Find
the ____?
is important for con-
♦ play pat-a-cake
versation. Simple turn- • stop and wait for your child to
taking games help finish the line (fil- in if child doesn’t)
your child learn this Examples:
- Pat-a-cake, pat-a-cake, baker’s
skill. ____. Bake me a cake as fast as
you ____.

♦ play “This little piggy”

Turn-taking games • stop at times and wait
♦ hide-and-seek Example
(variation of peek-a-boo) This little piggy went ____. (fill in if
child doesn’t)
♦ pat-a-cake
♦ take turns playing ball
♦ “This little piggy”
• say: “Roll to me”; “My
♦ playing ball (roll, toss, bounce) turn”; “Whose turn?”; “Roll or
bounce?”

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 First Words

Language Activity #13

Early Cooking
Experiences ♦ help your child gather items
Say: We need a bowl.
Children learn many We need milk
Where’s the cereal?
things from cooking,
such as following direc- ♦ help your child scoop, stir, pour,
etc.
tions, sequencing, math Say: One scoop
words (add), fine motor Pour in.
Mix up.
actions, etc.
♦ help your child clean up
Say: All done
Time to clean up.
Dishes in the sink..
What to do and say
♦ eat what you make
Say: Yum, tastes good.
♦ make simple, no-cooking
recipes using plastic utensils
• instant pudding
• cereal mix

♦ include your child in the

whole process
• locating all needed items
• adding ingredients
• mixing
• eating

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 First Words

Language Activity #14

Learning Math Words ♦ begin counting

(count motor actions)
• walking/crawling up or down stairs
Toddlers learn about • taking bites (one - two bites)
math throughout ♦ explore numbers
the day. Help your • manipulate plastic or wooden
child learn new numerals
• name the numerals
math words. (do not expect child to repeat - only
notice)

What to do and say

♦ sort and describe objects by
actions
• things to bang, roll, stack

♦ play sequencing games

• This little piggy
• Where is Thumbkin
• Itsy Bitsy Spider

♦ talk about quantities

• Can I have one?
• Want more?
• One spoon

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