Your child is able to understand and use a reasonable number of two word phrases. The next step is to develop their understanding and use of three word phrases. For each section there is an activity to work on your child’s understanding of language and an activity to encourage their spoken language, to help them use more words.
Sometimes you may think your child is understanding everything you say but be aware that they will also be using other ‘clues’ such as your facial expression, gestures, tone of voice and the familiar routine to help them understand the instructions.
It is important to try and carry out some language activities with your child every day. It is only through regular practice that you will see progress in your child’s understanding and use of language.
Read through the games suggested here and pick out some to try with your child – you don’t have to do them in order.
- Doing the games once or twice a day for five minutes is much better than half an hour a week.
- Stop before your child is bored – and make sure that you both find the games enjoyable.
- Most of all – have fun!
Understanding
Language is often described in terms of key words (information carrying words). These are the essential words needed to convey the precise meaning of the sentence.
- Single word level e.g. “point to the cat” (choice of cat and dog)
- 2 word level e.g. “point to the cat’s eyes” (choice of cat and dog, eyes and ears)
- 3 word level e.g. “point to the big cat’s eyes” (choice of big and little, cat and dog, eyes and ears)
Each activity has instructions which contain “key words”. These words are underlined and represent the number of items of vocabulary a child must understand in order to follow the instruction correctly.
For a “key word” to be valid, there must be a contrast item, e.g. the child is presented with dolly, teddy, plate and spoon. They are instructed to “Give teddy the plate”. The child needs to understand the 2 words underlined, i.e. that it’s a teddy not a dolly, and a plate not a spoon.
BUT if the child was presented with a teddy, plate and spoon and instructed to “Give teddy the plate”, they only need to understand “plate”, as there is no other toy apart from teddy to give the plate to.
Expression
You may also want to develop your child’s spoken language. This can be done by taking it in turns to give instructions. Initially your child may need a lot of prompting, and explanation that they are now the ‘teacher’ and must tell you what to do.
If they find it difficult, you could begin by splitting it up into easier stages, e.g.
“Who shall we have – dolly or teddy?”
“Dolly”
“What’s dolly going to do?”
“Jump”
“So I’ve got to ‘make dolly jump’. Can you tell me now?”
“Make dolly jump”
General points
- Demonstrate each activity first to your child
- Don’t split up the command as this reduces the level of understanding
Make sure that you don’t always ask your child to do the obvious thing, e.g. the milk doesn’t necessarily need to go in the fridge.
Understanding action toys
Equipment
- Two toys e.g. teddy and dolly
- Two pieces of furniture e.g. chair, table, bed etc.
Instructions
Play a simple listening game to check your child understands the verbs ‘sit’ and ‘sleep’.
- e.g. ask you child to “sit down”, “go to sleep”
Next choose a toy and ask your child to make the toy “sit” or “sleep”
Once your child is confident with this, use two toys. Ask your child to:
- “Make teddy sit”
- “Make dolly sleep”
Once your child is confident with this, introduce two pieces of furniture. Ask your child to;
- “Make teddy sleep on the chair”
- “Make dolly sit on the bed”
- “Make teddy sit on the chair”
- “Make dolly sleep on the bed”
Repeat these activities, using the verbs jump/stand and run/walk.
Expression action toys
Equipment
- Two toys e.g. teddy and dolly
- Two pieces of furniture e.g. chair, table, bed etc.
Instructions
Play a simple turn taking game to encourage your child to give instructions of what to do using the verbs ‘sit’ and ‘sleep’.
Next choose a toy. Ask your child to tell you what to make the toy do.
- e.g. “sit” or “sleep”
Once your child is confident with this, use two toys. Ask your child to tell you what to make the toys do:
- e.g. “Teddy sit” and “Dolly sleep”
Once your child is confident with this, introduce a piece of furniture. Ask your child to tell you what to make the toys do:
e.g. “Teddy sit on the chair”
Once your child is confident with this, introduce two pieces of furniture. Ask your child to tell you what to make the toys do, e.g.:
- “Teddy sleep on the chair”
- “Dolly sit on the bed”
- “Teddy sit on the chair”
- “Dolly sleep on the bed”
Repeat these activities, using the verbs jump/stand and run/walk.
Understanding tea party
Equipment
- Two toys e.g. teddy and dolly
- Two plates and two cups (or pictures)
- Toy food (or pictures)
Instructions
Give teddy and dolly the items, explaining who they are for:
- e.g. “Teddy’s plate”, “Dolly’s plate”, “Teddy’s cup”, “Dolly’s cup”
Using one item of food, ask your child to put it on a toy’s plate/cup;
- e.g. “Put the apple on teddy’s plate” and“Put the apple on dolly’s cup”
Once your child is confident with this, introduce more items of food. Ask your child to:
“Put the cake on dolly’s plate”
“Put the banana on teddy’s cup”
Expression tea party
Equipment
- Two toys e.g. teddy and dolly
- Two plates and two cups (or pictures)
- Toy food (or pictures)
Instructions
Put teddy and dolly out in front of your child.
As you give teddy and dolly the items, encourage your child to name them;
- e.g. “Teddy’s plate”, “Dolly’s plate”, “Teddy’s cup”, “Dolly’s cup”
Using one item of food, ask your child to tell you where to put it;
- e.g. “On teddy’s plate” and “On dolly’s cup”
Once your child is confident with this, introduce more items of food and ask your child to tell you what to give teddy and dolly;
- “Cake on dolly’s plate” and “Banana on teddy’s cup”
Understanding place game
Equipment
- Two toys e.g. teddy and dolly
- Two pieces of furniture (real or toy) e.g. chair, table
Instructions
First check your child understands “on” and “under” by getting them to put one of the toys on/under pieces of furniture.
Next, use one of the toys and ask your child to put it “on” or “under” one of the pieces of furniture;
- e.g. “Put teddy on the chair” and “Put teddy under the chair”
Once your child is confident with this, use two pieces of furniture;
- e.g. “Put teddy on the chair” and “Put teddy under the table”
Once your child is confident with this, introduce more toys. Ask your child to;
- “Put teddy on the table” and “Put dolly under the chair”
Expression place game
Equipment
- Two toys e.g. teddy and dolly.
- Two pieces of furniture (real or toy) e.g. chair, table.
Instructions
Using one of the toys and pieces of furniture, ask your child to tell you where to put it, encouraging them to use both “on” and “under”:
- e.g. “Teddy on chair” and “Teddy under chair”
Once your child is confident with this, use two pieces of furniture, again encouraging them to tell you where you should put the toy;
- e.g. “Teddy on chair” and “Teddy under table”
Once your child is confident with this, introduce more toys. Ask your child to tell you what to do, encouraging them to use all the items;
- e.g. “Teddy on table” and “Dolly under chair”
Understanding find the animal
Equipment
- On/Under sheets provided
Instructions
Using the on/under sheets, first make sure you child understands “on” and “under” by asking them to point out some animals “on” the furniture and then some animals “under” the furniture.
Once your child is confident with this you can start asking your child to point to particular pictures;
- e.g. “Point to the cat under the table” and “Point to the dog on the chair”
Alternatively, use the black and white sheets and ask your child to colour in particular pictures;
- e.g. “Colour the dog on the table” and “Colour the cat under the chair”
Expression find the animal
Equipment
- On/Under sheets provided
Instructions
Using the on/under sheets, ask your child to tell you what to point to. You may need to encourage them to tell you all of the parts by breaking it down into stages;
- e.g. “Who should I point to – dog or cat?”, “Should they be on or under?”, “Where are they – chair or table?”
Try and encourage your child to put the whole thing together into a sentence before you point to the picture. You may need to model this for them:
- e.g. “So I need to point to the dog under the table. Can you tell me now?”
- Child: “Dog under table”
Alternatively, use the black and white sheets and ask your child to tell you what picture to colour in:
- e.g. “Colour dog on table” and “Colour cat under chair”
Understanding lotto game
Equipment
- Use the lotto boards provided
- You will need to cut up one set of pictures to make the cards
Instructions
Give your child a lotto board and keep the matching cards yourself. Without showing your child the card, describe the picture and ask your child to point to it on their board:
- e.g. “Find the cat on the chair” and “Find the dog under the table”
If your child points to the correct picture, give them the card to put on their board and carry on describing cards until your child has filled their board.
Expression lotto game
Equipment
- Use the lotto boards provided
- You will need to cut up one set of pictures to make the cards
Instructions
Give your child a set of cards keep the matching board yourself. Encourage your child to describe one of the pictures without showing you;
- e.g. “Cat on chair” and “Dog under table”
Point to the picture and ask your child if you have got it right before taking the card and placing in on your board. You may need to encourage them to tell you all of the parts by breaking it down into stages;
- e.g. “Is it a cat or dog?”
- “Is it on or under?”
- “Is it the chair or table?”
- “So I need to find the cat on the table. Can you tell me now?”
- Child: “Dog under table”
