Story-time with Erna #3: For Parents and Their Young Children—About Turtles in a Pond

Turtles in a pont

Paying Attention to Detail : Enhancing World Knowledge and Understanding of Concepts.

Today’s narrative is different from the previous two stories as it focuses attention on observations made while watching a pond with turtles. This type of observational narrative encourages children to focus attention on detail. Encouraging children to look more carefully at their environment builds on their world knowledge and understanding. What we see depends on how carefully we look and listen. Careful observation is not only the basis for acquiring knowledge, it is also related to understanding concepts and making sure that we have something to communicate about. Having something to share with another is at the basis of developing communication skills.

Background to the narrative

I have friends whose house is next to a big pond. If you stand in their sunroom, you can see the turtles and fish swim in the pond and sometimes you can even see a snake swim in the water. When I first saw the pond I couldn’t see anything in the pond. However, after a while, when I looked more carefully, I realized you can see a lot! My granny always said if you look too quickly you can’t see anything, however, if you look carefully, you will be surprised at what you see!. Today I am telling you about the turtles that live in my friends’ pond and if you look closely at the pictures, you will see what I saw! Continue reading “Story-time with Erna #3: For Parents and Their Young Children—About Turtles in a Pond”

Guidelines for parents: How to play with my child who is nonverbal- Beginning play level

 

How do I play with my young child who is nonverbal? Expansion from where your child is at..

It is not uncommon for parents to express uncertainty about how to go about playing with young children who are not able to express themselves. These children often have a limited repertoire of toys that they are interested in. All we need for play is to identify one toy (e.g. teddy), action (e.g. jumping), or object (e.g.. car) that the child is interested in and use it as a basis for play. We want to be aware of what the child is interested in and then for us to extend what s/he does with the toy/object to expand involvement with us and the toy/object or action. 

My child is in school already, why should s/he still learn to play like this?

There is a direct link between children’s ability to play with themselves and others, and their ability to learn.  This also applies for children of school -going age. Children learn primarily through play. They make up action stories (e.g. the doggie runs in the yard, he runs fast, he sees daddy coming in the car, what does the doggie do? He runs to the car to greet daddy). In playing out a simple story like this, they learn about sequential actions and logical outcomes. If we can get a young child to play like this, s/he is  well on the way to learning. 

What toys do I use?

We need to watch carefully what toys the child spontaneously engages with. We need to observe how s/he uses the toys to develop their play skills. Allow yourself to expand play around the object of your child’s interest by adding one or two ideas that you think the child might relate to. Parents can be most intuitive in knowing what a child might enjoy – and if it doesn’t work, then you can try with another object/action/toy later on.  It is not how many times we have to try that is important, but where we are heading for!

Gaining a young child’s attention is often difficult and expanding that interest to include a slightly longer engagement with the toy can be quite difficult at first. Remember this is an activity that you and your child should enjoy together. Don’t allow a play session to change into a “teaching session”. The idea is to have fun together. Play, communication and learning can only happen when a child is interested and enjoy what they are doing with you. 

So how do I do this? Continue reading “Guidelines for parents: How to play with my child who is nonverbal- Beginning play level”

How Do We Promote Engagement in Interactions with Students Who Use AAC?

I have often been surprised to discover how therapists and teachers (myself included!) become so wrapped up in daily toil and activities that we are exhausted by 10:00 in the morning. Although we often admit this is not a state of mind we necessarily are content with, changing how we do things can be really difficult. Being busy makes us feel like we are productive and engaged professionals—but are we really? How is this “being busy” really benefiting our interaction with our students? This question is even more relevant when it comes to how we support students who use AAC to become engaged with others in interaction. Continue reading “How Do We Promote Engagement in Interactions with Students Who Use AAC?”

Riding the Whirlwind: Human Interactions and Emotional Resonance

Whirlwinds

On a recent visit to South Africa, I realized again the importance of traveling to bring fresh perspectives as well as new insights into human interactions.

Moral Compass: Political cartoon of Nelson Mandela by Zapiro
[Source]
Truth be told, this is a difficult time politically in South Africa; and dealing with political views while visiting family can be interesting albeit quite disturbing at times. A political cartoon by Zapiro (Daily Maverick) stayed with me, as it connected to a dilemma that I encountered while visiting an elderly friend who lives on her own in Johannesburg. The cartoon depicts Nelson Mandela showing the way to go, while the current President of South Africa, Cyril Ramaphosa, is caught up in a moral whirlwind (windvane) without an escape route. The depiction of “being caught up in a whirlwind” struck me as I reflected on the situation that my 91-year-old friend finds herself in. Continue reading “Riding the Whirlwind: Human Interactions and Emotional Resonance”

Listening, Communication Intent, and Rabbits

Rabbit in a field of grass

What Can We Learn from Our Leporine Neighbors?

I have been watching the rabbits in our garden in the early morning hours as they nibble at the grass and momentarily stop to listen, before continuing with their nibbling. This process of nibbling, abrupt stopping and listening, nibbling and stopping and listening fascinates me. It is almost as if the rabbits realize that while they are busy nibbling grass, they can’t listen (or become aware of potential threats), hence they have to stop, albeit momentarily, to listen.

While the idea of stopping in the midst of daily activity is not new, it made me think about our communication intervention practices. I have been trained (and have also trained others for a long time) to understand that communication is an intentional, goal-oriented process of exchanging messages to achieve specific outcomes. The closer the outcomes resemble the initial intent, the more successful we deem the communication to be. But is communication with others really purposeful in that way? Is the process of developing meaning with others really that predictable? Continue reading “Listening, Communication Intent, and Rabbits”