{"id":622,"date":"2020-04-20T17:21:59","date_gmt":"2020-04-21T00:21:59","guid":{"rendered":"http:\/\/blogs.sd41.bc.ca\/slp\/?p=622"},"modified":"2020-05-08T13:23:02","modified_gmt":"2020-05-08T20:23:02","slug":"supporting-your-childs-language-skills-when-playing-inside","status":"publish","type":"post","link":"https:\/\/blogs.sd41.bc.ca\/slp\/2020\/04\/20\/supporting-your-childs-language-skills-when-playing-inside\/","title":{"rendered":"Supporting your child’s language skills when playing inside"},"content":{"rendered":"

\"\"You can support your child’s language skills when playing inside on rainy days, or whenever your child needs to take a movement or brain break to play!\u00a0 You can download a handout on supporting your child\u2019s language skills when playing inside and handouts for other activities here.<\/a><\/p>\n

<\/p>\n

Activities and Strategies<\/b><\/span><\/h4>\n
    \n
  1. Wait for eye contact from your child to encourage an activity to keep going.\u00a0 Any games that build up suspense like chase, tickles, or \u201cGo, Go, <\/span>Stop<\/span>\u201d<\/span>\u00a0are good<\/span>.\u00a0\u00a0<\/span>At the moment<\/span> when the child is expecting you to catch\/tickle\/pick them up, wait for them to look at you before you follow through with the action.\u00a0 Even if your child is using words, it is important for them to be using eye contact when they make a request such as\u00a0<\/span>Chase me!<\/span><\/i>\u00a0<\/span>\u00a0<\/span><\/li>\n
  2. Take turns doing<\/span>\u00a0actions and make a sentence to describe what you<\/span>\u00a0are<\/span>\u00a0doing<\/span>.\u00a0\u00a0<\/span>For example,<\/span>\u00a0<\/span>I am jumping<\/span><\/i>.<\/span>\u00a0<\/span>Extend\u00a0<\/span>on what the child has said\u00a0<\/span>with more details as appropria<\/span>te, for example you can say<\/span>,\u00a0<\/span>I am jumping\u00a0<\/span><\/i>on the\u00a0<\/span><\/i>couch<\/span><\/i>.<\/span>\u00a0 To help think of different actions, try dressing up<\/span>.<\/span>\u00a0\u00a0<\/span>A superhero\u00a0<\/span>cape could lead to<\/span>\u00a0<\/span>I am flying<\/span><\/i>,<\/span><\/i>\u00a0<\/span><\/i>I am saving people<\/span><\/i>!<\/span><\/i>\u00a0 Dad\u2019s clothes<\/span>\u00a0could prompt<\/span>\u00a0I am\u00a0<\/span><\/i>coo<\/span><\/i>king, I am\u00a0<\/span><\/i>driving.<\/span><\/i>\u00a0<\/span><\/li>\n
  3. Model the use of basic language concepts<\/span>\u00a0frequently<\/span>:\u00a0<\/span>This ice is<\/span><\/i>\u00a0<\/span><\/i>cold<\/span><\/i>!<\/span><\/i>\u00a0<\/span><\/i>This water is\u00a0<\/span><\/i>hot<\/span><\/i>!\u00a0\u00a0<\/span><\/i>We\u2019re going\u00a0<\/span><\/i>up<\/span><\/i> in the elevator.\u00a0 <\/span><\/i>Up<\/span><\/i>,\u00a0<\/span><\/i>up<\/span><\/i>,\u00a0<\/span><\/i>up<\/span><\/i>!\u00a0 <\/span><\/i>Repeat, Repeat, Repeat!\u00a0 You may do one concept a week or two a day; move at your child\u2019s pace! Here is a list of basic language concepts:\u00a0<\/span>On\/Off, Same\/Different, Happy\/Sad, Full\/Empty, Loud\/Quiet, Old\/Young, Sharp\/Dull, Tall\/Short, In front of\/Behind Up\/Down, More\/Less, Top\/Bottom, Big\/Little, All\/None, Front\/Back, Thick\/Thin, Old\/New, Long\/Short, Hard\/Soft, Over\/Under, Hot\/Cold, Smooth\/Rough, High\/Low, Always\/Never, Heavy\/Light, Forward\/Backward, Above\/Below.<\/span><\/i>\u00a0<\/span>\u00a0<\/span><\/li>\n
  4. Play follow the leader, and take turns being the leader.\u00a0 Move in a funny way, and the other person will then switch to copy your movement.\u00a0 You can emphasize\u00a0<\/span>First, Next,\u00a0<\/span><\/i>Now<\/span><\/i> concepts (e.g., <\/span>First<\/strong> <\/span>I\u00a0<\/span><\/i>was<\/span><\/i>\u00a0stomping, now<\/strong> <\/span>I am\u00a0<\/span><\/i>danc<\/span><\/i>ing.<\/span><\/i>), or pronouns (e.g., <\/span>I<\/i><\/strong><\/span>\u00a0<\/strong><\/span>am spinning and\u00a0<\/span><\/i>you<\/i><\/strong><\/span>\u00a0<\/strong><\/span>are copying, now\u00a0<\/span><\/i>we<\/i><\/strong><\/span>\u00a0are both spinning!<\/span><\/i>), or you can emphasize past tense verbs (e.g.\u00a0<\/span>I jumped<\/strong><\/span>.\u00a0 I ran<\/strong><\/span>.\u00a0 I walked<\/strong><\/span> backward.<\/span><\/i>).\u00a0 You could also work on vocabulary development by acting out the differences between words like\u00a0<\/span>walk, stroll, saunter, meander, run, jog, sprint, sneak, tiptoe, creep,<\/span><\/i>\u00a0etc.\u00a0<\/span>\u00a0<\/span><\/li>\n
  5. Play Simon Says to work on one-step directions, turn-taking, and paying attention to details.\u00a0 E.g.,<\/span>\u00a0Simon Says wiggle your fingers!\u00a0 Simon Says march on the spot!\u00a0 Simon says spin around!\u00a0 Jump!\u00a0 Oh, Simon didn\u2019t say!<\/span><\/i>\u00a0<\/span><\/li>\n
  6. Play Eye Spy to work on describing, listening, and making smart guesses.\u00a0 For example, <\/span>I spy with my little eye something that is\u00a0<\/span><\/i>small<\/span><\/i>,\u00a0<\/span><\/i>hard, yellow<\/span><\/i>, and\u00a0<\/span><\/i>you build with it<\/span><\/i>.<\/span><\/i>\u00a0<\/span>\u00a0<\/span><\/li>\n
  7. Play hide and seek.\u00a0 <\/span>T<\/span>ake turns and\u00a0<\/span>give each other clues to where you are hiding to work on describing, listening, and making smart guesses.\u00a0<\/span>\u00a0<\/span><\/li>\n
  8. Play hide and\u00a0<\/span>find<\/span>\u00a0with objects or action figures and talk about where\u00a0<\/span>they<\/span><\/i>\u00a0are hiding<\/span>\u00a0around your home<\/span>.\u00a0 You can give each other clues about where the objects are hidden to work on describing<\/span>,<\/span>\u00a0listening<\/span>, and inferencing<\/span>\u00a0skills<\/span>,<\/span>\u00a0like a scavenger hunt inside<\/span>.\u00a0\u00a0<\/span>This also targets perspective-taking.\u00a0\u00a0<\/span>You<\/span>\u00a0can\u00a0<\/span>both\u00a0<\/span>also talk about what the<\/span>\u00a0characters<\/span>\u00a0are doing<\/span>\u00a0or<\/span>\u00a0engage in pretend play\u00a0<\/span>by<\/span>\u00a0having the characters talk to each other.\u00a0<\/span>\u00a0<\/span><\/li>\n
  9. D<\/span>raw a picture story<\/span>,<\/span>\u00a0taking turns to add characters or problems\/events and solutions.\u00a0 Taking turns with the development of the story helps build flexible thinking and communication when working together.\u00a0<\/span>\u00a0<\/span><\/li>\n
  10. T<\/span>ry\u00a0<\/span>Go Noodle<\/span><\/a>\u00a0<\/span>to get some wiggles out<\/span>\u00a0and self-regulate<\/span>\u00a0with a fun dance.\u00a0 This\u00a0<\/span>supports<\/span>\u00a0imitation<\/span>\u00a0skills,\u00a0<\/span>sequenc<\/span>ing, and\u00a0<\/span>following directions.\u00a0<\/span>\u00a0 If<\/span>\u00a0calming\u00a0<\/span>their<\/span>\u00a0body is what you<\/span>r child<\/span>\u00a0need<\/span>s<\/span>, try\u00a0<\/span>a\u00a0<\/span>Yoga for Kids<\/span><\/a>\u00a0vi<\/span>deo,<\/span>\u00a0which has great visual supports to make following the directions and visualizing easier<\/span>.<\/span>\u00a0<\/span>\u00a0<\/span><\/li>\n
  11. P<\/span>ractice action songs with a pattern, such as the\u00a0<\/span>Hokey Pok<\/span>e<\/span>y<\/span>\u00a0or the<\/span>\u00a0Green grass grew all around.\u00a0<\/span>\u00a0<\/span>As your child becomes more familiar with the song, y<\/span>ou can\u00a0<\/span>pause at the end of a r<\/span>hym<\/span>ing phrase<\/span>\u00a0<\/span>and\u00a0<\/span>look expectantly at your<\/span>\u00a0<\/span>child<\/span>\u00a0<\/span>so they\u00a0<\/span>fill it in<\/span>.\u00a0 T<\/span>his supports\u00a0<\/span>the development of\u00a0<\/span>phonological awareness<\/span>\u00a0<\/span>(<\/span>e.g., <\/span>Row, row, row your boat, gently down the stream, merrily <\/span><\/i>merrily<\/span><\/i> \u00a0<\/span><\/i>merrily<\/span><\/i> \u00a0<\/span><\/i>merrily<\/span><\/i>, life is but a<\/span><\/i>…<\/span><\/i>).\u00a0\u00a0<\/span><\/li>\n
  12. Play\u00a0<\/span>Roly<\/span><\/a>\u00a0is a program you can play inside that teaches phonological awareness skills<\/span>,<\/span>\u00a0<\/span>such as<\/span>\u00a0first sounds and rhyming<\/span>,<\/span>\u00a0through\u00a0<\/span>ball play and singing.<\/span>\u00a0<\/span><\/li>\n
  13. Say a letter sound<\/span>\u00a0(<\/span>mmmm<\/span><\/i>)\u00a0<\/span>and have your child try to figure out the letter<\/span>\u00a0name<\/span>\u00a0(\u201cM\u201d)<\/span>, or vice versa<\/span>.\u00a0 They can try to make the letter names with their bodies<\/a><\/span>, or<\/span> create an action to match the sound (e.g., wiggling for a\u00a0<\/span>ssssss<\/span><\/i>nake<\/span>)<\/span>.<\/span>\u00a0\u00a0<\/span>Another fun idea would be to find an object around the house that\u00a0<\/span>starts or ends with that sound.<\/span>\u00a0<\/span><\/li>\n
  14. When playing pretend, use Job Talk.\u00a0 This means you give a title to all participants that helps them visualize more easily what they will do<\/span>\u00a0and build<\/span>s<\/span>\u00a0their exec<\/span>u<\/span>tive function skills<\/span>.\u00a0\u00a0<\/span>E<\/span>.g., <\/span>Okay, let\u2019s play restaurant now!\u00a0 I\u2019ll be the<\/span><\/i>\u00a0server, and you be the chef.\u00a0 Your sister will be the customer.\u00a0 What do chefs do?\u00a0\u00a0<\/span><\/i>You can also use Job Talk in non-play scenarios to make them more fun, e.g.<\/span>, Okay now we are all <\/span><\/i>cleaner uppers<\/span><\/i>!<\/span><\/i>\u00a0<\/span>\u00a0or<\/span>\u00a0<\/span>Let\u2019s see who\u00a0<\/span><\/i>can be the best\u00a0<\/span><\/i>custodia<\/span><\/i>n<\/span><\/i>\u00a0and clean up fastest<\/span><\/i>!\u00a0<\/span><\/li>\n
  15. Pull up different backgrounds\/live streams of nature\/animals\u00a0<\/span>on a computer or tablet\u00a0<\/span>and pretend\u00a0<\/span>a<\/span>\u00a0<\/span>favourite<\/span>\u00a0doll or action figure is<\/span>\u00a0an explorer<\/span>…or pretend<\/span>\u00a0YOU and YOUR CHILD<\/span>\u00a0are the explorer<\/span>s<\/span>!<\/span>\u00a0 Make up some ideas<\/span>\u00a0together<\/span>\u00a0<\/span>of what you will see and do when you are exploring<\/span>, then play it out!<\/span>\u00a0<\/span><\/li>\n
  16. Build a fort or make something out of blocks\u00a0<\/span>or\u00a0<\/span>Lego.<\/span>\u00a0 Have your child <\/span>make a plan<\/span> before the building begins.\u00a0<\/span>Use First, next, then, last sequencing words.\u00a0 Draw a map or picture for a visual support.<\/span>\u00a0 If things are not going according to plan, this is a great opportunity to discuss being flexible.\u00a0 After, think about what matched their expectations and what did not.<\/span>\u00a0<\/span><\/li>\n
  17. When acting out scenes with action figures, stuffed animals, or dolls, take the opportunity to talk about how certain\u00a0<\/span>actions would make a\u00a0<\/span>particular character<\/span> feel in that given situation and why.\u00a0\u00a0<\/span>Have your child describe a time when they felt the same emotion.\u00a0<\/span><\/li>\n
  18. Play simple board games such as Candyland or Connect 4.\u00a0 These types of games target turn taking, flexibility, and social skills.<\/span>\u00a0<\/span><\/li>\n
  19. Sort toys or stuffed animals into groups based on features that are the same, such as soft toys, baby toys, noisy toys,\u00a0<\/span>etc.<\/span>, to build executive functioning and vocabulary skills.<\/span>\u00a0<\/span><\/li>\n
  20. When in one room of your home, try to name as many items<\/span>\u00a0or think of as many things you can do as possible<\/span>\u00a0in\u00a0<\/span>another<\/span><\/i>\u00a0room in your home.\u00a0 It helps to visualize the room in your brain<\/span>\u00a0for this activity<\/span>; some children\u00a0<\/span>could start with a picture of the other room on a phone or\u00a0<\/span>tablet<\/span>\u00a0to help them generate ideas.\u00a0\u00a0<\/span>This<\/span>\u00a0supports executive function<\/span>ing<\/span>.<\/span><\/li>\n<\/ol>\n

    Optional\u00a0<\/b>w<\/b>ebsites to\u00a0<\/b>explore<\/b><\/span><\/h4>\n

    Basic Concepts<\/a>\u00a0<\/span><\/p>\n

    Songs with Actions<\/span><\/a> \u00a0<\/span><\/p>\n

    Go Noodle<\/span><\/a>\u00a0<\/span>\u00a0<\/span><\/p>\n

    Storyhive<\/span>\u00a0Yoga\u00a0<\/span>For<\/span> Kids<\/span><\/a><\/p>\n

    Pretend\u00a0<\/span>Play<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    You can support your child’s language skills when playing inside on rainy days, or whenever your child needs to take a movement or brain break to play!\u00a0 You can download a handout on supporting your child\u2019s language skills when playing inside and handouts for other activities here.<\/p>\n","protected":false},"author":8620,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[7],"tags":[],"_links":{"self":[{"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/posts\/622"}],"collection":[{"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/users\/8620"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/comments?post=622"}],"version-history":[{"count":7,"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/posts\/622\/revisions"}],"predecessor-version":[{"id":1011,"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/posts\/622\/revisions\/1011"}],"wp:attachment":[{"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/media?parent=622"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/categories?post=622"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sd41.bc.ca\/slp\/wp-json\/wp\/v2\/tags?post=622"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}