Contributor: Marie Bungar, founder of The Early Intervention Centre Singapore
What is communication?
It is the act of conveying messages or ideas from one person to another. In communicating these messages, the sender may use verbal communication, non-verbal communication such as gestures and actions, written communication, or signs and symbols. These may appear as spoken words, gestures, written words, and pictures. When our children begin to communicate in any of the aforementioned ways, the experience is met with much happiness, enthusiasm, and excitement. No matter how big or small this attempt is, it must be encouraged by everyone the child comes in contact with.
We often spend a lot of time teaching children how to communicate effectively in our early intervention sessions, yet, within the comfort of our homes, it’s tempting to think, “I do get what my child is trying to say” We get them so well that practising those school-taught skills might slip our minds. However, this approach can limit interactions for our children with people outside the family. While we, as their caregivers, understand our child’s unique way of expressing themselves, friends, teachers, and even strangers they meet in everyday situations might not find it as easy. This gap can lead to misunderstandings and frustration. It is imperative to consistently practice and enhance the communication techniques acquired in school settings, even while at home. Doing so not only supports our children to be comprehensible to a broader audience but also boosts their confidence in varied social situations. Remember, every message our children learn to express clearly is another step toward a future rich in understanding and connection.
Teaching communication skills to our children is crucial for their socio-emotional development.
When we give children ways to express their thoughts, feelings, needs, and wants, they become more adept at relating to the people in their environment and can state their desires and participate in social situations. Their world is not limited by what a caregiver offers, but they may also partake in decision-making for themselves to some extent. Moreover, the child’s world is not solely confined to “I want.” It allows them to comment, observe, and become a member of a communicative group of people. It increases the number of communicative partners they may have. More importantly, it boosts their attempts at communication and leads to an increase in vocabulary. This, in turn, gives them a sense of control and reduces their frustration. While it requires effort, it is a win-win situation for everyone.
Bear in mind that determining and understanding a child’s needs takes considerable time and patience, as these needs vary in the settings of home and school with different expectations. As children grow and face new challenges, they need support from everyone in the home.
In trying to support a child, adjusting to their language needs is key. Keeping the language used directly related to the activity, using signs, and often demonstrating an activity help facilitate understanding. This willingness to relate builds a solid connection between parent and child. Taking a genuine interest in your child’s likes, dislikes, and daily activities helps us better understand the child.
Often in school, as we determine which skills to teach, we provide toys or materials of interest to gauge a child’s preferences. From these observations, we can obtain a clearer picture of the child’s interests and skills. Children are more likely to talk, interact, and learn if they are doing something they enjoy. Begin with the activities they enjoy most. At home, you may then decide on a number of words that are integral to your child’s interests. For instance, if your child likes vehicles, a keyword would be ‘car’. Observe your child as they play, label the vehicles they use, and repeat the keywords as much as possible. Play alongside them, pushing the car, while labelling it often. Offer your vehicle to them, saying “car,” and encourage them to request it. As the child acquires single words, combine these with other words such as “push car,” “fast car,” or “car goes up/down.” If your child uses single words, keep your phrases short; use two words. As their utterances increase, extend yours by a word.
Routines centered on meal times, dressing, baths, and clean-up are ideal opportunities for teaching skills of self-care and independence as well as language. Building a functional vocabulary consisting of sets of words necessary for daily interaction is essential. Select keywords that are functional; teach children words related to actions they perform daily and repeatedly. Talking to your child about their activities, waiting and encouraging a response, introduces them to conversation. Allowing choices encourages decision-making. In doing so, parents and teachers become essential partners in social interaction and communication.
Young children are most likely to learn new skills if they have numerous opportunities to use these skills.
Create these opportunities within social interactions rather than teaching a set of skills, and the process will be far more enjoyable.
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