- Present Vocabulary with Pictures or Objects – Pair actual objects (when possible) or pictures of objects with new words. Children are more likely to learn the meaning of a word or the function of an object when the actual object/picture is present. In this way, children can pair what you say about the object (auditory input) with what the object looks like (visual input) and what the object feels like (tactile input). For example, while holding the broom in the housekeeping center, you could say, “This is a broom. We can use it to sweep up dirt from the floor.”
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- Use Specific Language – When talking to children, you should be as specific as possible with the language you use. You should avoid using general, non-specific words (e.g., that, there, and it). For example, rather than saying to a child, “Can you please put that over there?,” be specific and say, “Can you please put the book on my desk?” This way, children will hear the names of objects over and over. The more children hear a word being used correctly, the more likely they will be to use that word properly on their own.
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- Create Silly Situations – During a daily routine, set up a situation that is silly or out of the ordinary. The implementation of this activity is most effective when used during a familiar routine. For example, during morning circle, you can ask the children to get their blankets and go to their spots for nap time. This creates an opportunity for the children to explain the absurdity of the situation! When you create a silly situation, you are encouraging children to verbalize an explanation which contributes to language development.
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