My house has been swallowed by a toy-nado! Like many new parents, I am again eating my words from a past life. I swore I would not spoil my children with ‘stuff’ nor let every space in my house be ravaged by a toy-nado of plastic, but I have failed miserably. It is well established that play is vital for children’s emotional, social and cognitive growth and “Toys are the tools of play”. So tonight’s blog will attempt to address the following: What are the best kind of toys to buy and how do you get the ‘biggest bang for your buck’ when it comes to toys?Continue reading “Help! Toy-nado alert!”
To say the task of ‘parenting’ is overwhelming, would be a gross understatement. Behaviour management is a complicated beast: Rules vs Freedom. Boundaries vs Flexibility. Bully vs. Pushover. This is all in a day’s work. But what if we took the emotion out of the equation and just examined behaviour through a ‘language lens’? Could it be as simple as a ‘game of semantics’? Let’s look a little closer at what this ‘language of behaviour’ involves:
1. THE POWER OF CHOICE: X OR Y?
Are you currently experiencing the joys of a terrible two, threenager or teenager? While you have a battle of wills with the small dictator in your life, remember the power of choice. You provide the choices, you maintain the upper hand.
Speech pathologists effectively use choices not just as behaviour management technique but also to reduce the language demands of the task.
Instead of having to know and retrieve the answer, your child simply chooses from the two answers provided; you have scaffolded the task.
“Would like to wear these shoes OR those shoes?”
“Broad beans OR peas for greens tonight?”
2. THE POWER OF A BRIBE OR THREAT
‘If’ and ‘unless’ are known as ‘conditional conjunctions’ and these language elements are necessary for understanding the concept of a threat and a bribe. Obviously, bribes and threats are not the gold standard in the world of behaviour but we (parents) are not perfect!
Bribe Formula = ‘If x, then y’.
“IF you eat your broccoli (x), you can have an ice block (y) for dessert.”
Threat Formula = ‘No x unless y”.
“I won’t give you a push on the swing (x) UNLESS you say ‘please’ (y).”
3. THE POWER OF ‘POINTING POSITIVE’
‘Pointing positive’ is a behaviour technique where you say ‘what to do’ rather than ‘what not to do’.
The social-emotional side of ‘pointing positive’ is that you are parenting with positivity however from a language perspective it is easier to comprehend sentences without negation (ie. not).
“Don’t run!” INSTEAD SAY “Walking.”
“Don’t hit.” INSTEAD SAY “Be gentle.”
Beware of using double negatives in your sentences with young children as these are even more difficult to comprehend.
“If you don’t take those undies off your head, we will not be going to the playground.”
“If you take the undies off your head, we can go to the playground.”
4. THE POWER OF STATEMENTS NOT QUESTIONS
If what you are saying is a non-negotiable, don’t ask a question. Parents are often guilty of asking a question instead of providing a statement.
As speech pathologists, we often work on understanding how to formulate a statement versus a question.
“Are you ready to go in the car?” INSTEAD SAY “It’s time to go in the car.”
“Do you need to go to the toilet before we leave?” INSTEAD SAY “Come and do a wee on the toilet before we leave.”
This ‘language of behaviour’ strategy is easier said than done as often parents are busy avoiding sounding like a drill sergeant.But if all else fails, resort to option 2 (bribes and threats!).
If you would like to read some more behaviour, there are plenty of insightful blogs at Simply Kids by Stephanie Wicker https://www.simplykids.live/articles/challenging-behaviours and plenty of evidence linking language and behaviour by The Hanen Organisation http://www.hanen.org/SiteAssets/Articles—Printer-Friendly/Research-in-your-Daily-Work/Printer-Friendly—Behaviour-Regulation.aspx )
There is simply no way one could possibly overstate the power of words. In fact, if we as parents learn to use the power of words, we might experience some wins in the battle of behaviour. Well it’s worth a shot anyway!
Thanks for hearing our call.
Your Little Birdies,
Janice and Tania
At this time of year, we know that parents may be wondering, “Is my child ready for school?” coupled with potential doubts about their child’s abilities – “She only knows a few letters of the alphabet.”. If that is you, read on!
Firstly, we need to put it out there reading is not a natural process. It is a taught skill and in contrast to learning to talk, which is a wonderful development that happens (for the most part) naturally.
Nearly four decades of scientific research on how children learn to read supports an emphasis on phoneme awareness and phonics in a literature-rich environment. These findings challenge the belief that children learn to read naturally. (Lyon, G.R., 1998).
What is a literature-rich environment?
Having books read to them and having access to looking at books themselves is a good starting point however a literacy-rich environment demonstrates how literacy is useful in everyday life by allowing children to interact with print/texts independently and with parents/educators. This helps children understand WHY they need print, WHAT they use it for and HOW it is useful in everyday life. In other words, it needs to fun, engaging and meaningful to them.
What are some examples of print in everyday life?
- Your child’s name!
- Common shop names (e.g. McDonalds, Woolworths)
- Street signs (e.g. SLOW)
- Symbols (e.g. arrow, cross)
What do I do after I find this print?
Point it out and be excited when you discover it!
“Oh, look at this letter S on the SLOW sign. It’s just like the S at the start of your name, Sam.”
Talk about symbols and what they mean.
“A symbol is something you can read but it doesn’t have any words. See this arrow – I know that the way it is pointing is the way I need to go.”
Use the terminology
“Ah yes, that is the letter ‘M’ and underneath it is the word ‘McDonald’s”
There will be more posts coming about phonemic awareness – another very important foundational skill that supports learning to read.
Thanks for hearing our call,
Your Little Birdies
Lyon, G. Reid. (1998). Educational Leadership, v55 n6 p14-18.
“You can find magic wherever you look. Sit back and relax. All you need is a book.”
Be Magical is one of three themes in the Prep4Prep package and the importance of this theme really cannot be overstated. Continue reading “Be Magical Unboxing”
To kick off the year, we’ve sharing a fun poem about parts of speech in language. As speech language pathologists, we find language fascinating and love continuing to understand how parts of speech develop in children. More on this later, but for now…ENJOY! Continue reading “The nine parts of speech”
Let’s explore the second half of our Be Brave box. If you missed the first unboxing blog post, you can check it out here. Our newest Be Brave box uses picture books with courageous characters and activities, to enrich your child’s speaking, listening and early literacy skills. Keep reading to find out more about each activity we have in the box (spoiler alert!)