Sound Screen/Barrier Games – Part 4

Barrier Games 1

Last week we explained the three things required for good listening skills:

  • To pay attention – being able to focus on a particular voice or sound by filtering out other voices and ambient noises.
  • To concentrate on the voice or sounds to take in the information, building the stamina needed to listen for extended periods of time.
  • To interpret that information to gain meaning – comprehension.

Here are some games to help build these skills.

These games are designed to help a child learn how to block out ambient noises so that they focus and concentrate on one particular sound.

Create a barrier between you and your child so they cannot see the object you are going to use to make noises with and see if they can guess the object. Try to use objects that make sounds that occur around them a lot of the time, for example keys rattling together or wooden blocks being knocked together. There are many variations of the game that can be played but you need to make sure your child has the opportunity to experience the sounds with the relevant object beforehand, if they are not to be frustrated by the game.

  • Mrs Blog has a box… To the tune of Old Macdonald changing the name as best fits the situation. Place a box, on its side with a number of objects inside that make a noise (choose items your child is familiar with the sound of), between you and your child so they can’t see what is in the box. Start singing “My mummy has a box ee, i, ee, i, o and in that box she has…” Stop and gesture to encourage your child to listen (maybe a cupped hand to your ear) then pick one of the objects and make a sound; your child then tries to guess what it is. Continue to sing but imitating the sound of the object you played, which your child can now see. If it was a bunch of keys for example; “with a jingle, jangle here and a jingle jangle there, my mummy has a box ee, i, ee, i, o.” Swap places so your child can choose an object in the box, change the song so you are using their name, for example “My James has a box…”
  • Same or Different? Place a barrier between you and your child so they cannot see which object you will use to make a sound and that you duck behind so they cannot see your face when you make vocal sounds.  This can be played at different levels. At the basic level using animal noises such as baa, moo, woof etc. A more complex level would be to use shakers with different size things inside to make different shaking sounds. Plastic containers or bags of the same size and type can be used to make the shakers with different small items in such as dried pea, rice, sand or small coins, pebbles or small Lego bricks. Make the noise once and then repeat either with the same noise or a different one. The child then says if they were the same or different.
  • Copy Cat! Place a barrier between you and your child so they cannot see which object you will use to make a sound and that you duck behind so they cannot see your face when you make vocal sounds.  You will need two set of the same objects, a set for you and one for your child. The aim of the game is for you to make a noise with either an object or your voice and for your child to copy that sound choosing the correct object in front of them or using their voice as you did. The game can become more complicated as you mix a number of sounds using objects and your voice. Swap roles so that your child becomes the leader of the game and you have to copy them.

Have Fun! N.B. Be careful of small objects, especially those escaping from shakers, as these can be a choke hazard.

What is listening? – Part 3

Listening Skills 1

Listening is a complicated skill that requires children to learn how to pay attention – being able to focus on a particular voice or sound by filtering out other voices and ambient noises. They then have to concentrate on the voice or sounds to take in the information, building the stamina needed to listen for extended periods of time. Then they have to interpret that information to gain meaning – comprehension.

The usual approach to teaching children to listen is based on three behaviours:

  • Sitting or standing still
  • Looking at the person who is speaking
  • Thinking about what the person is saying or said

However just because your child is replicating these behaviours doesn’t mean they are listening.

It is also surprising how often children are happy to follow steps 1 and 2 but completely miss step 3.

This is not surprising really as listening is not a set of behaviours but a set of skills that need to be taught and developed, starting from birth.

A child with poor listening skills will find it difficult to complete tasks, as they have not taken in all the information and so not understood the full extent of the task, or what was required of them. This can lead to a child flitting from one activity to another and never finishing anything, slowing down their learning. They also miss out on the sense of achievement and feeling of pride when a task is completed. This helps to build a child’s confidence, self-esteem and self-motivation to try again or attempt a more challenging task.

For many children good listening skills do not develop naturally, they have to be taught!

Conversational Turn Taking Skills – Part 2

Dad & Girl 1

Children need to learn that in conversation they need to take turns listening and speaking.

This is more complex process than we often give it credit for as often we, especially in our busy lives, can be guilty of only listening to reply rather than listening to understand.

Children need to learn when to talk and when to listen; for this to happen they need to do the following:

  • Actively Listen to the other person. This means:
    • Concentrate on the words being said, by blocking out other environmental noises and voices.
    • For most children and adults this also means looking at the person, watching their facial expression and body language.
    • Listening for the verbal cues and/or changes in the tone of voice that signifies that the person has finished speaking.
    • Recognising that it is either your turn to respond by formulating a reply or not.
  • Formulate a Response. This means:
    • Extracting meaning – taking understanding from the words that have been spoken.
    • Mentally searching for words to compile a grammatically correct set of sentences.

In young children this can take time, not because they do not have the answer, because they just take longer to recall and formulate their responses. This is due to the constant acquisition of new language and understanding of the grammatical conventions that need to be applied.

  • Communicate Response. This means
    • Speaking clearly, pronouncing words correctly in coherent sentences.
    • Using socially appropriate facial expressions and body language to accompany the response.
    • Using the appropriate verbal cues and/or changes in the tone of voice that allow the other person to understand it is now their turn.
  • Wait. This means giving time for the other person to formulate their response.
  • Actively Listen to the other person.

Learning these skills takes time and needs to be taught as well as modelled by those around the children. It begins very early on for instance, when we talk to a baby, as if expecting an answer. As a baby starts to make cooing and babbling sounds, they begin to respond to you in those gaps, their first conversations.

Something that is worth remembering:

“When you talk, you are only repeating what you already know. But if you listen, you may learn something new.” (Dalai Lama)

The Importance of Small Talk – Week 1

Dad & kids 2

Don’t underestimate the importance of everyday chatter or conversation (‘Small Talk’), children develop and learn a great deal through ‘Small Talk’ with adults and other children.

What do we mean by ‘Small Talk’?

With babies it is the kind of talk that explains what we are doing, what they are doing, where we are going and what we can see.  As they get older our verbal exchanges increase as we support their receptive and expressive vocabulary development. Through these exchanges we also support their general language development and understanding of how words are pronounced, basic sentence structure and using the correct tense.

When we talk with a child we demonstrate and model the use of language in real time so that it has meaning. For instance, a child may point and say “cat” and we would respond with “Yes, the cat is sleeping.” Or we may correct the child and say “That is a dog.” If we could we would point to a cat and explain the difference. We also correct mispronunciation of words and correct tense issues in the same way; repeating the word or sentence using the correct pronunciation or tense back to the child.

The Communication Trust has a link to a free downloadable booklet called Small Talk which is a very useful guide for understanding how your child learns to talk from birth to age 5:

https://www.thecommunicationtrust.org.uk/resources/resources/resources-for-parents/small-talk.aspx

Speaking & Listening Skills

Listening & Speaking 2

Supporting a child to develop their speaking and listening skills is vital!

It is not just the key to literacy success but an essential social communication skill.

Sadly, schools are still reporting huge gaps in young children’s speaking and listening skills. So, over the next 6 weeks, we are re-running our popular blogs that look at different developmental elements of speaking and listening; providing practical games and activities to help build your child’s skills.

Week 1. The Importance of Small Talk

Week 2. Conversational Turn Taking Skills

Week 3. What is Listening?

Week 4. Games to Develop Listening Skills – Sound Screen Games

Week 5. Games to Develop Listening Skills – Sound Scanning Games

Week 6. Games to develop Listening Skills – Music Fun

Half-term Fun – Clothes Peg Games

Clothes peg games 2

Some fun indoor activities may be the order of the day if the half term weather proves not to be so hot.

This is a very simple idea which children love because they can take greater ownership of it. The aim of the activity is to help build up hand and finger strength through using the pegs; however it can have a dual purpose, helping to keep track of the week by using it as a timetable or for learning spellings or maths activities, as well as supporting the development of language skills.

You do not need anything fancy, just some string (for the washing line), clothes pegs and pieces of paper or card to peg onto the washing line. The washing line can be a permanent fixture or you can just pop it up when you need to use it.

The clothes line needs to be at a height suitable for your child to peg things on to (placed against a wall is a safe option so that no-one can walk into it by accident and hurt themselves).

There are a whole range of games that can be played using this simple washing line and pegs concept:

  1. Memory games – Get your child to peg up 5 to 10 different pictures or items on the line. Then give them 1 minute to remember the items. Once the time is up ask them to look away, or close their eyes, and then you remove one or more of the items. Get them to look back at the line. Can they work out what is missing?
  • You could try just moving one or two of the items around. Can they figure out which ones are in the wrong place and put them back in their correct place?
  • Try swapping an item for something new, which your child did not hang up on the line. Can they work out which is the new item on the line?
  1. Odd One Out – Hang pictures on the line that belong together. Can they pick out the odd item on the line and explain why it is the odd one out.
  • They could all be pictures of fruit with a picture of some clothing
  • They could be shapes with straight sides and one with curves
  • They could all be animals but all are wild with only one being domestic
  1. Sorting – Ask your child to sort all the pictures or items from a selection and to hang all the identical things on the washing line. They could all be the same;
  • Colour
  • Shape
  • Type
  1. Pattern Work – Using pictures, different colour and shaped paper or items create different patterns. The patterns can be based on colour, size or type of object. You can create a pattern sequence on the washing line and then ask your child to try and copy the sequence. Can they explain the pattern and create their own for you to copy and explain?
  2. Pairing or What is the Same? – Hang a range of pictures or items on the line, making sure that some of the items can be paired together because they are exactly the same. They could match because;
  • They are exactly the same e.g. a pair of socks
  • Match numbers to a picture with the same number of items on
  • Match capital to lower-case letters
  • Or have items that can be put together because they are both from the same set, for example they are types of fruit or are the same colour.

Phonics Half-term Fun!

Water fun 2

Next week is half-term for many of us and The SUN should be out which makes it time for the water fights and games to begin.

It will soon be June, the weather should be perfect, so why not set up water squirting games in the garden. The kids are waterproof and everything else will dry out, eventually!

This week on our Teach Handwriting Blog we have encouraged water fights and games for developing a child’s hand strength, co-ordination and eye tracking skills (all handwriting skills). However these games are also fantastic for developing sound and word awareness skills.

Try mimicking the sounds that the water makes as it drips on to the floor or hits the targets; use directional language to support your child’s aiming skills; describe how the objects move when hit: bouncing, rolling or flying and talk through the emotions evoked through playing the games.

As well as supporting your child in developing a whole range of physical and language skills you will also increase your cool adult status.

Some fun water games:

  • Try setting up a target wall, using chalk to draw the targets.
    • How many of the targets can you hit with water squirted from a water pistol or squeeze bottle in a set time.
    • How many targets can be washed off.
  • Set up a skittles range.
    • Each skittle hit with water can be worth a certain number of points, or the distance of the skittles may affect their value.
    • A time trial game to hit all the skittles. If you are using plastic bottles as skittles try making some of them a little heavier by putting sand or dirt in them to make it a bit harder to knock them over.
  • Move the object race games.
    • A light toy/ball has to be moved by squirts of water over a distance.
    • A range of objects moved in to target areas to gain points.

The only limitation is you and your child’s imagination and trust me kids never tire of finding new ways to play with water (but then again neither do many adults)!

Have FUN!