For parents/caregivers of children birth to 5 years of age who are at risk for or have an identified expressive and/or receptive language delay.
Duration: 4 sessions: Two, 2.5 hrs. Group sessions. Two, 1 hr. private
Description: The program’s focus is on communication: Strategies taught promote communicative interactions and language development for the preverbal child and beyond.
The curriculum covers information on the “how” & “why” of a child’s communication, communication vs. language, , preintentional communication vs. intentional communicator, presymbolic communicator vs. symbolic communicator; Play as context for learning, the importance of pretend play and daily routines, preliteracy and early literacy activities.
There is an additional section on bilingualism and the effects of culture in language development to address the unique needs of the culturally/linguistically diverse families.
Theoretical and Conceptual Framework:
Communication begins before the understanding and use of spoken language or the use of conventional symbols for expression (words, signs, common gestures, etc.)
Social integrationist model of language acquisition – language is learned in a social context and language learning has both a biological and an environmental basis—adults mediate an innate language learning process.
The interaction between the parent/caregiver and the child forms the bases of parent/caregiver implemented language intervention.
An adult’s role as a communicative partner is to help a child learn the back and forth nature of communication; encouraging responding and initiating. As the child understands more and becomes more able to communicate, the adult adjusts her support to encourage the child’s independence and growth to the next level.
Ex: Too many questions and directions can prevent a child from initiating his own conversation.