It’s time again for our monthly segment: Favorite Toys Without Batteries! As we talked about here and here, we love toys without batteries. Below is The Speech Space’s April list of great toys that don’t make noise, so that you can get your child talking more while you play!
Magna-Tiles: These are a HUGE hit with kids. We are always surprised at the endurance children have with Magna-Tiles. For younger children, we tend to like the Magformers a little more, as they are easier to grip and the magnets seem to hold a little stronger. You can work on having your child describe the shape, color, size and/or number of the Magna-Tiles they want to use, sort the tiles by these same attributes (i.e., color, shape, size, number) or describe/talk about what they want to build. You can also make something and give your child clues (e.g., “It’s big and astronauts fly it to space”–a spaceship) so they can guess what you made!
Pop-up Pirate: Anything that pops out and surprises kids is sure to be a hit. This game is great to work on following directions, prepositions (i.e., location), and attributes attributes. You can hide the swords in various locations and then have your child go find them by giving directions (e.g., “Find the blue sword that is under the chair.”). This is also an easy game to incorporate simple 2 step directions (e.g., “Get the red sword before you get the green sword.”). We always modify things for our kids when needed, so feel free to do the same! You can limit the number of swords you put out to make it easier for your child. You can also work on increasing your child’s expressive language with this game. Have your child hide the swords and then give you the directions. Make sure your child is using attributes and prepositions in their directions (e.g., “Get the red sword.”, “Get the sword next to the chair.”, “Get 2 blue swords that are on the table.”). If your child is working on a specific sound, you can have them produce the sound or a word with that particular sound for every sword they put into the pirate’s barrel (e.g., if they are working on their V sound for every sword they have to say a word with a V in it).
What’s in Ned’s Head: Ned has some really weird (and really gross!) things in his head that you need to get out. Along with all the items in Ned’s head, there are matching picture cards which you can use to describe the objects your child needs to get out. Or you and your child can take turns describing which items you have to get out of his head. When making descriptions make sure to use attributes (i.e., color, shape, size, number), category (i.e., what group does the item belong to), function (i.e., what does the item do or what do we do with the item) and location (where would you find or see the item); these concepts help build your child’s vocabulary and language organization skills. All of our kids think this game is hilarious (especially when we feign not wanting to pull out the things they describe because they are “so gross!” or “so scary!”). You can even talk about the items and compare/contrast them (e.g., which one is your favorite, which one is the weirdest or grossest, why? etc)– just make it fun and silly and your child will enjoy it!
Picture Scenes (reusable stickers and magnets): These have been around for ages and continue to be a great way to work on a variety of language concepts. Most of these ‘scenes’ do a great job of targeting vocabulary in a particular context, such as a jungle or the beach, which is great for increasing your child’s use of specific vocabulary. When using these picture scenes, make sure that you withhold the stickers or magnets and have your child use correct vocabulary to request which stick or magnet they want! You can also give your child directions to help work on their understanding of prepositions and locations (e.g., “Put the shark under the big ship.”).
These are just a few more our favorite toys without batteries. If you missed our previous segments, you can see them here and here! Check back on The Speech Space blog for other fun ideas, toys and games you can do with your child to help increase their communication development.
And as always, if you have questions or concerns about your child’s development, contact us at The Speech Space! We offer free screenings, which take approximately 30 minutes, and can help identify potential problems.
At The Speech Space this is a question we get a lot. So, here is a quick guide about what you should look for with your child!
Babies start “talking” as early as 2-3 months old. At this age your child is doing what we call vocal play, where they make funny noises and seem to be testing out their equipment. Children typically acquire vowel sounds first (e.g., “oooo” “aaaahhhhh”), so be listening for those sounds. At approximately three month intervals in your child’s life, you should observe more and more “talking”.
In children before the age of 1-year vocal communication is typically referred to as babbling and/or jargon. Actual talking should begin around the age of 1 years old and your child should have at least 1 real word. A real word is a word that has meaning outside of your home and that someone outside your household can understand (not just by parents or siblings).
From the age of 1 years old to 18 months, your child should start to sound a bit like a parrot–to the point where you have to start watching what you say around them (they do always seem to love imitating those bad words, don’t they?!). From 18 months to 2 years old, there is typically a language explosion! Your child should start acquiring and using new vocabulary words frequently and also start using at least 2-3 word phrases.
From 2 years old to 3 years old your child’s language should continue to grow and develop at a rapid speed and their language should become more sophisticated in terms of organization (i.e., grammar and vocabulary).
Once your child turns two years old you should see a huge leap in their language skills!
Why do some children start talking later than their peers (professionally known as: developmental delay or language delay)?There can be different reasons for this.
Some children may have hearing loss due to frequent ear infections. Ear infections may be an indication of fluid in the ears, and if your child has fluid in their ears it will impact how and what they hear in the world around them, thus impacting their speech, language and communication development.
Another cause can be oral-motor (muscle) weaknesses. If your child has weak oral structures (i.e., lips, tongue, cheeks, jaw) this can impact their communication as they may struggle to experiment with and form a wide variety of sounds.
Sometimes lack of exposure to a rich language environment can cause delays as well.
At The Speech Space, parents often say their child was “just a really good, quiet baby” and that is a red-flag! Babies should not be quiet, and as discussed above, start their “talking” (e.g., babbling, vocal play and jargon) early on.
Some good news: Early intervention for your child is the best way to help! Children who receive therapy at the earliest opportunity have a better chance of catching up with their same-aged peers and meeting their potential later in life.There is never any harm to just “get it checked out” if you are having concerns. Always better safe than sorry! If you are having concerns or questions about your child’s speech, language and/or communication development reach out to us at The Speech Space! We offer free screenings, which take approximately 30 minutes, and can help identify potential problems.
Children often master their “R”s around 8 years old, so experts call R the “late 8”. However, in our experience most children will naturally acquire this sound well before that time and waiting that long (or longer) to get it fixed just makes it harder!
The reason some children easily acquire R on their own and other children do not can depend on a few things. Maybe your child has some low muscle tone through their lips, mouth, tongue and/or jaw (see our article here about fun activities you can do at home to strengthen up your child’s oral musculature). If your child needed help acquiring other sounds before R, it is likely they may need help with this tough sound.
So What Sounds Should My 4 Year Old Have?
By 4 years old your child should be able to easily produce the following sounds all the time in conversation: H, M, B, P, W, F, V, K, G, L, Blends (e.g., two sounds together– PL, SN, etc).
Most children by 4 years old will also have later developing sounds, such as: S, Z, SH, CH, J, Y, TH and of course, R and R blends (e.g., GR, BR, PR, etc).Another important marker to think about is how intelligible your child is (i.e., how much can other people understand what your child says). A child of 4 years old should be at least 85% intelligible– meaning people should understand at least 85% of what your child says, regardless of if the context is known or unknown.
If your child is having difficulty acquiring sounds at the appropriate times and others have a hard time understanding your child, speech therapy can help! Not only will speech therapy help your child acquire the sounds they are missing and help with their overall intelligibility, it can also help your child with their future academic skills.
Did you know children with articulation issues often have trouble with their pre-reading and reading skills? Speech therapy can help prevent and even work on these issues for your child.
If you are having concerns about your child’s development reach out to us at The Speech Space! We offer free screenings, which take approximately 30 minutes, and can help identify potential problems.
Does your child have frequent ear infections or bad seasonal allergies? If your child has these issues, they may end up with buildup of fluid in their ears. The fluid in your child’s ears blocks sound from making it efficiently and clearly into their inner ear (where the actual hearing is done) causing hearing issues. Difficulty with hearing sounds can negatively impact your child’s total communication development (meaning: speech development, language development and even social development!). If your child is not hearing how sounds are made correctly, they will likely have difficulty imitating sounds and words.
As we discussed in a previous post, children start their engagement and communication early on, so interference with your child’s hearing can impact their development, particularly as they get older. Not only can their speech development (i.e., learning how to produce sounds correctly) become impacted, but their language development and social development can become stunted. Think of your child’s early years as practice for these type of skills (speech, language and social skills) for later in their childhood and even later life. If your child is not able to practice their skills, how will they be able to correctly use the skills they haven’t been able to practice?? After all, practice makes progress!
Red-Flags that your child may have issues with their hearing:
frequent ear infections
their ears seem “wet” frequently
very bad seasonal allergies
limited babbling and/or jargon as an infant
delayed first words
not using a variety of sounds (with babbling, jargon and their imitations/words)
their speech sounds “slushy” or “nasally”
not responding when you call their name (multiple times)
seem to only react to what is in front of them or what they can see
If your child does have hearing issues due to fluid, your pediatrician and audiologist will determine the course of action to address their hearing loss; however, it is likely your child may need speech therapy as a result of the time they were not hearing correctly. Many of the children we work with at The Speech Space end up doing very well and can quickly progress through therapy once the fluid in their ears is no longer present. There is no harm in getting it checked out– better safe than sorry!
Feel free to reach out to us at The Speech Space if you are having concerns about your child’s development. We offer free screenings, which take approximately 30 minutes, and can help identify potential problems! Additonal Resources: Great article from ASHA on the causes of hearing loss in children
If you read our post about why straw cups are better than sippy cups, you’ll know that we have a lot to say about oral motor development in young children (because it impacts their speech development, among other things!). When we tell parents to work on strengthening their child’s oral musculature (i.e., lips, cheeks, tongue, jaw), we usually get a panicked look but we’re here to give you some great activities that you can easily incorporate at home. And trust us, they’re easy and fun!
1. Straws: Now, we already talked about using straw cups, but there are some other great ways to use different straws to help strengthen your child’s oral musculature. First, make sure that your child can use a normal sized straw to drink water. Water is a ‘thin’ liquid, which means it moves quickly, so it’s important to make sure your child is safe drinking water so they will not choke. Once they’ve mastered the ‘thin’ liquid, slowly try using thicker textures: (1) drinkable yogurt, (2) applesauce, (3) regular yogurt,(4) thin smoothies, (5) pudding and (6) milkshakes. For each texture, start with a wide or fat straw (think about the straws you use for milkshakes). Slowly work into a more narrow straw, eventually maybe using a twisty or bendy thin straw to increase the difficulty. Using straws in this way can help your child to strengthen their cheeks and lips, along with helping them to learn to retract their tongue.
2. More activities with straws (I know, seriously?!): Straws can also be used to do fun art projects or games, which can also help work on your child’s oral structures/musculature and also their breath-support (children with weak oral musculature will often have weak breath-support as well). Breath-support is crucial for appropriate volume (being loud enough) and also for specific sounds in speech development. For an art activity you can simply drop some paint on paper and have your child blow it around with their straw to make a beautiful and fun picture. You can also set up a “soccer game” by using paper (or if your child has great breath-support, a cardboard box) as the field and blowing cotton balls into the goal. These are just two fun activities to help promote strengthening oral structures and breath-support.
Both little kids and big kids enjoy playing this type of game. A fun way to work on breath-support and oral motor skills
Even little kids can get in on the fun!
Blowing the paint via the straw to make an interesting and fun picture
3. Bubbles: This is always a kid favorite! We recommend using the no-spill bubbles and our favorite brand is Fubbles. These bubbles make it easy to use in your house because even if an over-zealous toddler knocks it over, no mess! Bubbles are great for working on lip rounding, especially if you notice that your child has a weak pucker. To check if your child has a weak pucker, have them make a ‘kissy’ face and look at their lips. If your child’s lips can’t round or if they look like they’re more of a line as opposed to an “O”, your child may have a weak pucker.
4. Food Spreading: This may sound weird, but hang with us for a second. Lots of kids have weakness in their tongues (think, when kids say “wight” instead of “light”). This is usually due to weakness in the tongue. “Food spreading” (totally made up name) is when you put a sticky, spreadable food along various parts of your child’s mouth. Peanut butter, Nutella, frosting, Cheez Wiz- anything that will stick is good. Use a spoon and spread a bit of the food along the top lip or bottom lip or sides of the mouth and have your child try to use their tongue to reach out and lick the food off. Easy as cake (or frosting)!
5. Whistles: These can easily be the most noisy (and sometimes annoying) of the all oral motor activities, but we can help you out to make these more tolerable. We recommend making the whistles YOURS, but telling your child that you’ll be happy to share them. When you introduce them, make sure to instruct your child to use their lips (rather than biting the whistle with their teeth to hold it). Feel free to use them outside only or just for small pockets of time (to keep your sanity), but these are a great way to work on strengthening your child’s lips, cheeks, and jaw stability, which are needed for various sounds in speech. You can try using different types of whistles to switch it up and make it easier or harder. Whistles that are flatter (like this one or this one) are easier to use vs. smaller or more rounded whistles. .
6. Mirror, Mirror: Kids love looking at themselves in mirrors! Use that to your advantage when you’re in the bathroom, helping wash their hands or brushing their teeth and play a game in the mirror. Make silly faces, move your tongue from side to side, or alternate making kissing and then smiling faces and have your child try to imitate you. This is another good activity to strengthen oral musculature, but will also help you look at your child’s motor planning. In speech, motor planning is imperative to help put sounds together to form words. If your child seems to have a hard time smoothly alternating between different faces or cannot imitate your faces at all, this could be a redflag with their motor planning abilities.
By introducing these fun activities at home, you can encourage and work on your child’s oral motor development, which in turn will help their speech development!
If you are having concerns or questions about your child’s oral motor, speech, language and/or communication development reach out to us at The Speech Space! We offer free screenings, which take approximately 30 minutes, and can help identify potential problems.
It’s time again for our monthly segment: Favorite Toys Without Batteries! As we talked about in this post, we love toys without batteries. Below is The Speech Space’s March list of great toys that don’t make noise– so that you can get your child talking more while you’re playing!
1. Cariboo: One of our favorite games ever! In this game, you hide balls below an array of boxes with pictures of different objects. When you find all of the balls, the treasure chest opens– like magic! This game is great because you can target language in so many different ways. A few ways you can play this game: have your child open boxes based on color, category, number of objects, or even give multiple descriptions to work on their understanding of complex sentences (e.g., “Open the box with a green vehicle that can fly.”)
2. Disney Princess Cupcake: We always modify games when needed, and this one is no exception. There are two main ways we like to play this game to maximize working on language skills. The first way to play with your child would be to separate all cupcake pieces and then tell your child the “recipe” (from the recipe cards) or have your child give you the recipe to create your cupcakes. The second way you can play is by tossing the recipe cards and letting your child get creative by telling you how they want to make the cupcakes. This game is great for increased descriptive language (e.g., “I want the blue wrapper, tall chocolate cake, the yellow and white frosting and the pink flower topper.”) and following directions.
3. Dramatic Play: Dramatic play is wonderful for increasing language in children. It’s especially important for them to pretend with materials that they may or may not have experienced yet, but possibly will encounter. Doctors kits (check out this one), kitchen sets (like this one), camping and/or fishing equipment, grocery store carts and items, and restaurant toys (aprons, pretend bills, etc) are all great things for kids to get used to by pretending with them before experiencing them in real life.
4. Little People: The Fisher Price Little People were toys we played with growing up. They’re great for targeting pronouns (e.g., he/she, his/her), descriptions (e.g., “The girl who is holding a bird.”), prepositions (e.g., “Put the boy under the table.”), and actions (e.g., “He’s swinging and she will slide.”). Again, imaginative play is so very important for your child’s language development! Imaginative play with fun toys can help expand your child’s language in a structured environment while you help scaffold and expand their utterances.
5. Box of fun: This is totally made up and you can throw anything in! Think of putting in an assortment of small, unique toys your child may find interesting. Some of our boxes have a variety of windup toys (you can get a large bag on Amazon for under $15), bubbles, accordion tubes, silly putty, a spinning light up toy— basically a bunch of weird, silly, fun things! Have your child request items by function or description or name them, they can request help using specific nouns and verbs ( e.g., “Can you help me wind up with monkey toy?”), or they can talk to you about how each thing works or feels. Cheap and easy fun is the best!These are just a few more our favorite toys and ideas. If you missed last month’s segment on our favorite toys without batteries, you can see it here! Check back on The Speech Space blog for other fun ideas, toys and games you can do with your child to help increase their language and communication development.
And as always, if you have questions or concerns about your child’s speech and language, contact us at The Speech Space!
