Hear and Say by 劉馨韓

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GOALS targeted in lesson 1 include some of the following goals from the Child Response List.

ACTIVITY BOOK 1 – LESSON 1 Learning the Basics (Research Version – August 2012)

Listen and Sparkle Activity Book 1 Lesson 1 Learning the Basics

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Early Communicatio n Early Communicatio n Early Communicatio n Listening and

Uses language innovatively during play (says Go, brmm brmm during car play) Gives goods/services (says Some juice for you when giving drink to another) Initiates interaction/shares information (points while saying There's a plane) Comprehends verb - object sentences, object is constant

Understanding Listening and

(Wash/feed/cuddle the baby) Comprehends subject-verb sentences, subject is constant

Understanding Listening and

(The baby is eating. The baby is crawling) Selects two items using toys/pictures (Give me the ball and

Understanding Listening and

the shoe. Get your shoes and your hat) Comprehends sentences using props, with one subject -

Understanding Language Language Language

one verb (The boy is sleeping) Says own name when asked Begins to use pronouns (me, my, mine, you, your) Begins to use two word combinations (my car, it a car, no ball, not bed, no more, want banana, on chair, big truck,

Language Language

get off) Asks simple questions about own concerns (Where ball?) Begins to name colours

Cognition Cognition

Matches like objects (do not have to be identical) Inserts triangle, square and circle in form board, when

Cognition Cognition Cognition

shown correct spaces Builds tower of five to six blocks Points to four body parts Turns one page of a book at a time

THEME – LEARNING THE BASICS PARENT’S LESSON •

Talk frequently with your child as you go about your life together. This is

the most important lesson you will learn. Children learn to talk by playing Listen and Sparkle Activity Book 1 Lesson 1 Learning the Basics

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at home, or wherever they are, with someone who loves them and who responds to their needs and to their early communication attempts. •

Use quiet places for talking and special times together. Turn off

background noises such as televisions or radios. Use carpets and curtains to deaden unwanted noise so that your child can hear clearly. Your child will learn to listen better if your voice stands out from the background noise. If your child has a hearing problem, even if it is a temporary problem caused by a cold or ear infection, then having this quiet background when you talk is even more important. •

Try to get down on the same level as your child as often as possible. If

they are playing on the floor, get down there too, or maybe a high chair could lift them up to your sitting height at a table. This helps your mouth to be within an arm’s length from your child’s ear, so your voice will sound strong and loud above any background noise that you cannot control, such as traffic outside. • Play as much as you can with your child and make everything as much fun as possible for both of you. Drama and humour will make activities memorable, and funny voices, songs, clothing and activities will keep your child engaged and also keep you amused and fun to be with. If both of you are having fun, then your child is learning. • Besides joint play involving you and your child, your jobs around the house are great language learning events; just keep talking to your child. For example, you could say “These are Daddy's socks. Ooh they do smell dirty. Poo! Let’s put them in the washing.” • Focus your attention on whatever your child is interested in. Do not force your child to play with something that does not interest them, as they will not learn as much as they will when they are enjoying their play time. • Talk about everything your child does, because that is what they will be most interested in. For example, at meal time you could say “You are Listen and Sparkle Activity Book 1 Lesson 1 Learning the Basics

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eating up your dinner. Mmmm, you love eating your fruit. Let’s talk about all the kinds of fruit you like. These are grapes. What else do you like?” Talk about things that are present and those that are not. Use sentences wherever possible, and use long as well as short words. Children need to hear lots of different words. • Keep up a running commentary on whatever it is your child is interested in. You might say “Oh, you are looking at those birds! I see three big birds. And look at that little baby bird. What do birds say, ‘Tweet tweet tweet’”. • Talk about what you are doing around the house e.g. “I am putting away Daddy’s shirts”, “The milk goes in the fridge”, “I am sweeping the floor”. Don’t worry if your child is not always looking at what you are doing because they will be listening. Much of what a child learns he learns by overhearing. • For safety reasons, it is important that your child learns to respond to “No” and “Don’t touch”. Use the tone of your voice to get the message across. Dangerous items should be kept out of a child’s reach wherever possible. However, children also need to learn why items are dangerous e.g. oven – “Don’t touch, that’s hot”, knife – “Don’t touch, that’s sharp”. • Teach children the words to describe the routines of life (such as bath time, bed time, meal time) and as soon as they understand these, teach them the words to describe the variations to the routines. For example, “Don’t touch, that’s hot. Uhoh! I forgot to turn the oven on. It’s cold!” • Try to use the same phrase for certain activities until your child learns to link the two. For example, repeat “Don’t touch, that’s hot!” each time you are near the oven when it is turned on, or repeat “Wheee, down the slide” just before your child slides down the slippery slide. Try repeating “Brush brush your teeth” every time it is tooth brushing time. Repetition of the same phrases will give your child the frequency of brain stimulation they need to learn to understand the meaning of the words. As soon as your child understands the phrase, add variations to the words you are Listen and Sparkle Activity Book 1 Lesson 1 Learning the Basics

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using. For example you could say “Brush your teeth so they are nice and clean”. Instead of “Brush your teeth” you could play a game and say “Brush your teeth, brush your nose, brush your hair” and make a fun time of the activity. • Name any items that your child is paying attention to e.g. Point to objects and talk about them “That’s the window … Outside, I see some white clouds”. A child needs to hear a word hundreds of times before they learn it and start using it themselves. Lots of repetition is essential! • Talk and make interesting sounds during play time e.g. “brrm” for the car, “meow” for the cat. Exaggerate the sounds to emphasise them to your child and make them sound more interesting. Have fun by singing what you are saying or repeating what you say in different funny voices. Practice singing your commentary as you go about a task such as setting the table. • Sing made up and real songs, both children’s songs and adult’s songs, often during the day. Keep children engaged with actions to your songs. • Read books together. Let your child hold the book and help them to turn the pages. Don’t just read the words – talk about anything and everything, just so long as your child is enjoying it. Encourage your child to point to and name pictures as you read. • Read 3 to10 books every day to your child. Keep a selection of their books where children can see and reach them. Put books everywhere your child will be and make them accessible. Put them in the bathroom, the bedroom, on the dinner table or high chair, in the car. Use cardboard books until your child learns to take care of them. Pick the books up often and read aloud with your child. • Read all kinds of print out loud, such as a sign on the road or on a cereal box. Be seen by your child reading aloud and silently. • Listening will be the key to your child’s best possible speech, language and literacy development. Much of your child’s own lesson will focus on teaching them to be good listeners. Listen and Sparkle Activity Book 1 Lesson 1 Learning the Basics

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Listen and Sparkle Activity Book 1 Lesson 1 Learning the Basics

ÂŠ Hear and Say â&#x20AC;&#x201C; Centre for Deaf Children Limited 2012

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CHILD’S LESSON Materials – Stacking rings Bath, towel, toy bed, apple, toothbrush Transport items, e.g. cars, trucks, bus, ambulance Small doll family Toy ladder Play dough, craft items Mirror Time Line – 1 to 2 weeks or as long as your child needs (For our research project our lessons are circulated each fortnight) What to Do: 1.

Create some scenarios in play that will fine-tune your child’s ability to listen well, and use various sounds creatively. Help your child to use language innovatively during play by being inventive in what you say to them. Get out the transport toys, get down on the floor at the same level as the child, and see how creative your child can be. Always follow their lead first. Model creativity by having fun yourself as you play. Try saying “brmm brmm” during car play. Use interesting variations of sounds such as “brmm” said quickly as you speed the cars around or slowly, as they drive slowly. Drive your car towards your child and say “stop”, as the cars collide, say “crash”. Then drive the ambulance to help the people in the crashed cars “eeooeeoo”. The idea is to use everyday transport words and sounds in different situations. Maybe you could play “car wash” or make roads in sand for the cars or perhaps build a ramp for the cars to go “up, up up” or bridge for them to go “under”. Remember to let the child direct the play and that you are there to tell them what they are doing or to inspire them with creative new ways to use sounds. Don’t forget to tell

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them what you both are doing, but describe their actions first, as this will be their main point of interest. 2.

Have a picnic or morning tea with your child and their toy dolls and bears or their friends. Use some plastic cups and a pouring container of juice. Get your child to pour some juice for each person or toy present. Model “some juice for you and some juice for you” etc and note your child’s responses.

Using the toy dolls and some real props, act out some of the common routines and activities that you do each day, using the words that you have been repeating and reinforcing over and over as you go about your day. For example you might have two different dolls, and with one pretend to “Brush brush your teeth”, using a real toothbrush. The other doll could play “Go to sleep” using a toy or real bed. Can your child point to the doll and props when you tell them what the doll is going to do e.g. “Go to sleep”?

Advance this activity by helping your child to identify a number of whole sentences with associated action words, using toys, such as the doll and toy ladder. One of the sentences could be “She's climbing the ladder, up, up, up”. Repeat this many times in play. Set up some more scenarios with toys, such as a doll riding in a car. Say something like “Brmm, brmm, she’s driving her car”. Set up a third scenario with toys, such as a doll sliding down a play dough slippery slide. Say “Wheee, he’s going down the slide. Wheeeee”. When your child has heard you use each expressive phrase a number of times, try putting the toys for all three scenarios in a row, and say the words you have been using for one of them. Can your child choose which one you are saying? Get another child or an adult to model what you would like them to do.

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Go on a walk around your house and garden and point out and name items of interest to your child, using at least one sentence to describe each. Take note of whether your child points out and names any objects for you.

Teach your child to select one item by name, using a choice of three toys For example, “Show me the dog”, or “Where are your shoes?” When packing up toys, ask your child to give you one of the items to pack away. Initially start with a choice of no more than 3 toys at a time and increase the number when your child is successful most of the time.

It is important that your child learns to respond consistently to firm directions, such as “No, don't touch”. Role-play some different scenarios e.g. The doll is going to touch a hot pan on the stove or a sharp knife. Say “No, dolly, don’t touch”’ in a firm voice. Allow the doll to touch this item. Make the doll cry loudly and put a band aid on her hand. Talk about pictures of items which are forbidden to your child e.g. oven/heater-“This oven is hot, don't touch”. Use your firm tone of voice so your child knows that you mean business!

Ask another child or adult to play some simple games, with you and your child, that model following simple instructions and actions (a simplified version of “Simon Says”) such as “Wave bye-bye”, “Clap your hands”, “Sit down”, “Jump up”, “Shake your head”, “Wriggle your fingers” . Clap and reward them heartily if they are able to follow a simple direction.

Sing the “Everybody do this” song, using lots of the same fun actions and simple instructions.

10. Begin ring stacking and other games that involve colours, sequencing

and size with your child if you have not already started. When playing Listen and Sparkle Activity Book 1 Lesson 1 Learning the Basics

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with the rings, talk about the colours and sizes of the rings “This blue ring is the biggest ring”, “This little ring is pink”. Start by saying “tip the rings off” and help your child to tip the stick on the stand over. Talk about what you are doing: “We need the biggest blue ring first. Where is the big blue ring? There it is. Put the blue ring on the stick”. Start off with lots of trial and error so your child learns from their mistakes. “What ring do we need next? Oh no, that ring is too small. That ring doesn’t fit. Let’s take it off and try a different one”. 11. Teach your child to point to one named body part, on themselves, on

you, or on a toy. Play with the doll and give it a bath. Talk about washing all the child’s different body parts. You can sing a song like “This is the way we wash our hair”. Say “Here’s your hair. Here’s my hair. Where is your hair?” and point to it. Later when you bath and dry your child, go through the body parts again. Make a face out of play dough or use a paper plate and stick on eyes, ears, mouth and nose parts, naming them as you go. Sing the “Eyes and Ears and Mouth and Nose” song (this is the second verse of “Heads and Shoulders Knees and Toes”) when doing this. Use a mirror so your child can see their own face and point to their own body parts as they sing the song. 12. Pick up toys and put in the proper place after each play session. Do

this together every day and talk about the toys by name and what they do. You will need to have a consistent place to put each toy, such as a container, toy box or shelf.

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Play Dough Recipe 1 cup flour ½ cup salt 2 tsp. cream of tartar

1 cup water 1 tbsp. cooking oil food colouring

Mix the dry ingredients in a pot. Add liquids and cook over medium heat until the mixture falls from the side of the pan. The dough should be extremely stiff and difficult to stir. Cool and knead it. Keep the finished play dough in a closed container.

Listen and Sparkle Activity Book 1 Lesson 1 Learning the Basics

NEUROSCIENCE FACT SHEET FOR PARENTS 10 Principles for Promoting Brain Development1 for Listening and Speaking 1. Use it or lose it – if specific parts of the child’s brain are not used, the

brain’s potential to use these declines. 2. Use it and improve it – training that promotes a specific brain function of

the child (such as listening and speaking) can result in improvement of that function. The brain pathways that fire together, wire together! 3. Specific training improves specific skills – if the child receives specific

training and practice in listening and speaking, then listening and speaking improve. 4. Repetition matters – lots of repetition in listening and speaking skills is

needed for improvement in brain function. 5. Intensity matters – training at a sufficient intensity (frequent listening and

speaking) is needed for improvement in brain function. 6. Time matters - different types of brain training are needed at different

times to develop the brain for listening and speaking. 7. Salience matters – the most relevant and important things are easier to

learn (for your child this will usually be the things they are interested in and the things that capture their attention when you make them interesting, fun and dramatic) 8. Age matters – younger brains are much more responsive than older brains. 9. Transference – a child’s learning of one skill can enhance acquisition of

similar skills. 10. Interference – brain learning from one experience can interfere with

acquisition of other behaviours (avoid teaching words and concepts that are too similar together eg blue and yellow may be easier to learn 1 Adapted from Kleim and Jones 2008. Listen and Sparkle Neuroscience Fact Sheet – Principles for Brain Development

together than Blue and red, because of the contrasting number of syllables) Parent activities that promote brain development for listening and speaking •

Talk to your child frequently in meaningful ways.

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Use lots of repetition in what you say to your child.

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Respond to your child’s lead for what interests them and talk about this. Talks firstly about what your child is doing and secondly about what you are doing or whatever is going on around you.

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Expand on what your child says. Repeat what they said and then give them the full version of the words they want to say, using words and sounds correctly and adding additional information.

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Ask lots of questions which make the child think harder or remember more.

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If your child is unable to respond to your question, repeat it again, simplifying it and using different words.

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Use singing, dancing and dramatic play with focus on fun.

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Ensure your child gets enough healthy food and sleep.

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Prevent boredom by using plenty of variety in your daily play and conversations with your child.

Listen and Sparkle Neuroscience Fact Sheet – Principles for Brain Development

RESEARCH FACTS – MOTHERESE AND ACOUSTIC HIGHLIGHTING Mothers (and fathers and other carers) naturally adapt their verbal communication in ways that capture young children’s attention and facilitate language development. These natural adaptations (sometimes called “motherese”) include using: •

slower speech with longer pauses between words and sentences

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simplified speech with shorter sentences, simpler words and less complex grammar

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a higher pitched voice with more exaggerated tonal variation and more up and down variation in pitch

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more situational, gestural and visual cues to help with understanding (more concrete here and now words, more showing and greater use of facial expression and natural gestures).

Neuroscience research shows that children’s brains are wired to attend to these natural adaptations used by mother, fathers and other carers. In turn parents and other carers have been shown to be naturally sensitive to the response and in particular the level of understanding shown by the child. If the child shows that they don’t understand, adults and older children naturally use one of more of these adaptations to make their verbal language easier for the young child to understand. As the child shows greater understanding adults and older children use more complex speech and language and reduce their use of motherese.

Listen and Sparkle Research Fact Sheet – Motherese and Acoustic Highlighting

Even after parents reduce the use of motherese the technique of acoustic highlighting (using tone, pitch, pauses, loud and soft volume, and faster or slower rates of speech to emphasise certain parts of the speech signal) remains a useful way for parents to make some parts of spoken language more audible and easier for the child to hear and attend to. Use of acoustic highlighting •

Use volume/intensity and lengthening of the sound to highlight the correct model when your child mispronounces a word Child says: I love kool. Parent models: I love ssschool

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Volume/intensity and pausing after the word can be used to emphasizing word endings which may be softer that the rest of speech (s, ed, ing)

Child says I jump high. Parent models back Yes, you jumped (jumpt ) ...very high. (If using volume and does not work try whispering the sound. Whispering can be used with sounds like p, t, k, f, s, sh and th) •

Slowing the syllables and increasing volume/intensity to stress weak syllables that your child may leave out of words Child says narna for banana; jamas for pyjamas, marto for tomato or puter for computer Parent says Banana, Pyjamas, Tomato or Computer

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Using changes in tone or volume/intensity to change the meaning of a sentence

I am driving to the shop. I am driving to the shop. I am driving to the shop •

Using pauses to change the meaning

The bandit eats, shoots, and leaves.

The panda eats shoots and leaves.

Listen and Sparkle Research Fact Sheet – Motherese and Acoustic Highlighting

Parent use of acoustic highlighting helps children hear the correct speech and language model. Over time it is important for children to hear their own speech and use this auditory feedback to identify and correct speech and language errors.

Listen and Sparkle Research Fact Sheet – Motherese and Acoustic Highlighting

PARENT JOURNAL Each fortnight we will ask you to record information about: •

things your child has achieved (by ticking off the Child Response List and updating the Words and Word Combinations Checklist)

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activities that you have done (record below)

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your feedback on the program (record below)

Bring this information to the next meeting/ video session with our researchers. What activities did you try?

Which ones did you and your child enjoy?

Which books is your child interested in?

The most useful things I learnt from Lesson 1 were:

Listen and Sparkle Fridge Poster - Lesson 1 Learning the Basics

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How parent friendly and easy to understand did you find this lesson? a) b) c) d)

Highly parent-friendly Moderately parent-friendly Not learner-friendly Other

How relevant and useful did you find the lesson content? a) b) c) d)

High Medium Low Other

On average how much time do you think you spent with your child each day in interactive activities that encourage listening, speech and language? (Include time with parents and other family members spent interacting in play, daily routines and other activities)

Feedback and suggestions

Listen and Sparkle Fridge Poster - Lesson 1 Learning the Basics

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ÂŠ Hear and Say â&#x20AC;&#x201C; Centre for Deaf Children

LESSON 1 – FRIDGE POSTER REMEMBER TO •

Talk frequently.

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Use quiet places.

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Play and have fun.

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Talk about whatever your child is interested in.

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Keep up a running commentary while you go about your day with your child.

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Use repeated short sentences and firm tone of voice to help your child understand danger words such as “Don’t touch! It’s hot!”

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Use lots of different words, both short and long words, and mostly in sentences.

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Make the sounds of words interesting by varying the rhythm, loudness and pitch.

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Teach the words to describe the routines of life and then teach the words to describe the variations to these routines.

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Read 3 to10 books a day and plant books everywhere.

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Listening is the key to building your child’s brain for talking and reading.

Listen and Sparkle Fridge Poster - Lesson 1 Learning the Basics

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