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When typically developing infants take their first steps into the world of language
they will tend to:
Use a 'first word' that is consistent and can be decoded, even if it does
not resemble a real word;
Develop slowly – on average 50 words at 18-20 months;
Understand more than they produce;
Convey meaning through intonation – even with the same utterance or
word; and
Use instances where they are misunderstood to develop grammar that is more
precise.
Interpreting
one word statements
The table below gives some examples of how a child might try to communicate
through their early use of single words.
How would you respond to the child?
Child
Meaning
More
I want some more
Book
Let's look at a book
Anna
Nice to see you (Anna)
That
That's nice
Rah
Let's pretend to be a lion
Adah?
What's that?
Bird
There's a bird outside
Pre-intentional
educators: an overview (1)
Click on each of the following heading to find out more:
Social interaction
Engaging with objects
Intentional communication
The physical aspects
of communication
Social
interaction
Social interaction is important to children because it develops an awareness of
others and enables children to share their experiences.
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Engaging
with objects
Children need to engage with objects as part of play because they give a focus
to a shared experience and can help children to learn the meanings of words.
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Intentional
communication
It is important to develop intentionality so that children can understand cause
and consequence and their own ability to influence situations and interactions.
Think of the video clip of Alla that you watched earlier. She was learning, 'If
I raise my arm, I will get more'.
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The
physical aspects of communication
Children need to develop control of lip, tongue and cheek muscles for speech.
They need to control their arms and fingers for signing, pencil control and/or
using technology.
Watch this video in which an instructor explains how activities are used to maintain
the oral-motor skills needed for speaking and eating.
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Pre-intentional
educators: an overview (2)
Click on each of the following heading to find out more:
Extending intentional
pre-verbal communication
Using Augmentative
and Alternative Communication (AAC)
Establishing first
words
Extending the use
of words
Extending
intentional pre-verbal communication
Intentional pre-verbal communication can be extended to enable children to indicate
a need or make a choice, eg through pointing with the hands or eyes.
Watch this video in which a teacher works with Kimmy to enable her to make choices
at lunchtime. Kimmy uses her arms to make a selection and then confirms her choice
by eye-pointing.
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Using
Augmentative and Alternative Communication (AAC)
AAC can help children
with communication difficulties but children with PMLD need to develop the physical skills to use such
aids.
Watch this video in which a teaching assistant works with children to develop their
skills in using switches.
Switches can give pupils access to a range of new learning and life experiences.
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Establishing
first words
The acquisition of first words can be aided by signing.
Watch this video in which a teacher, Teresa, explains how signs are used alongside
spoken words to develop children's communication.
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Extending
the use of words
Using words in a variety of ways that are meaningful and useful to children helps
to ensure that children will remember them.
Watch this video in which an instructor, Tracy, introduces children to words that
they need to use through a story accompanied by signs.
More extended language use can be achieved through combining words to form phrases.
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