Story-time with Erna #2: For Parents and Their Young Children during the Time of the Coronavirus

Woman reading story to her child

Pre-amble to the story: Talking about taking turns.

As soon as my granny sat down to tell us a story, she would ask:  “So, which story do you want to listen to?”. In response to this question my brother, Nico and I would start to shout out the stories we wanted to hear. Our shouting often became louder as we tried to persuade my granny to tell the story we wanted to hear.  Then, my granny would ask : ”Who picked the story last time?”.  My brother, Nico and I  would then quickly start to point at each other saying “You chose last time!”.  However, my granny was a wise woman and would remind us who selected the story last time  by saying something like  “ Let’s think about this. Erna, didn’t you choose the story about “How the Animals Chose their King?”  When granny said this, we all knew that Granny was well aware of whose turn it was and that we needed to quickly step in line before she changed her mind about the story! This was indeed Nico’s turn to choose the story.  I had to accept that this was his turn to choose. This time, however, Nico chose a really good story. See if you agree with me..

In my retelling of this story, I am again using the book  Famous South African Folk Tales by Pieter W Grobbelaar and Sean Verster.

Continue reading “Story-time with Erna #2: For Parents and Their Young Children during the Time of the Coronavirus”

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?

  1. Where do I start? More observation, less talking and directing: This is not about what you, the parent wants to play with, but what your child would like to play with. We can suggest certain activities, but we need to ensure that the child is in the lead here. We often times tend to be too directive in playing with our children. Rather, watch what they do and then, let’s move from there.
  2. What does your child do with the toys spontaneously? Does s/he hold the toy, throw the toy, put the toy in a box with other toys? These are important first indicators of where you can start to play with your child.
  3. How do I use these observations to play with my child?
  • Start where your child is at , e.g. If your child is holding his/her toy, that is where you start.
  • Slowly try and expand what they are doing by introducing some other ideas
  • Look, see how your child responds. If s/he loses interest, you need to try something else. Know that everything you try is positive as you get to know and understand your child’s interests better. 

An example of a play interaction : Please make sure to use whatever means of comunication your child has available. These could include manual signs, grahic symbols on a communication board or a device- or a combination of these. That you communicate during play is much more important than how you do it! Again, don’t turn this play interaction into a “teaching situation”. Rather see it as an opportunity to interact with your child in a non-pressuring, creative way.

Q:  My child only tends to hold his toy. How do I get him/her  to play with me?

One way of initiating play:

Parent: I see you like to hold Teddy? Can I hold him a bit?

Child: (gives it to you)

Parent: Teddy is a good friend. Look! Teddy is waving at you?

Child: (wants Teddy back).

Parent: You like to hold Teddy! He is your friend.  Do you think Teddy wants to play with something?

Child: (ignores utterance)…(parent puts some other toys closer – and takes the car)

Parent:  (takes the car): Hallo, Teddy, do you want a ride ? Come sit with me in the car….(Parent helps the child to place Teddy on the car) go!  See, we are going fast/slow!

Child: Takes teddy and the car and imitate the action of “go”

A short sequence of play like this, can be a major step forward for a child with severe communication difficulties. Do not under-estimate the power of these  short, but meaningful interactions.

What should I look out for?

  1. You want your children to be interested, to pay attention to you and to engage with the toys. The quality of the attention and how they play with the toys is what we want to promote.
  2. When you introduce new ideas, you have to do so slowly while watching your child’s reaction. If they lose interest and walk away – that’s ok. That is where you start. Next time, new or same toy, new play situation.
  3. It is not about how long you play together, but the quality of the joint attention that is important.
  4. Be with your child in a child-like way. What we are looking for is for you and your child to play together in a way that is joyful and meaningful to your relationship. Then we can gradually try and extend this time.

Most important: Have fun!

Typing with Hand-over-hand Support: Is This Really Communication?

Letter board

I recently read the article “After years with no way to communicate, Newburgh teen finds her voice.” Like so many other similar stories, this heartwarming narrative gives an account of how a young women is using supported typing to “communicate.” The mother describes how this strategy has helped her teenage daughter to communicate and find her “voice.” Her daughter points to letters on a letter board while another person (the facilitator) supports the daughter’s wrist during the process of typing.

Although it is good to read positive stories like this, it is important that we alert parents and professionals to the pitfalls involved in describing “supported or assisted typing” as a communication strategy.

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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”