Direction Following; Macy's Holiday Window Displays

Now that the crowds from Light Up Night have decreased, I recommend visiting downtown for language exercises for your child.  The Macy's holiday window displays are a perfect thing to capture a child's attention and also work on direction following.  By two years of age, many children can follow two- and three-step directions.

 

Image retrieved from http://www.post-gazette.com/business/businessnews/2012/11/15/Downtown-Macy-s-keeps-tradition-alive-with-holiday-window-display/stories/201211150274.

I recommend looking at the windows, and first allowing your child to process the wonder.  Once she has taken everything in, start by asking her point to various parts of the display.  I like to warm up with one-step directions such as, "Point to the girl," and "Point to the tree."

 

Image retrieved from http://www.post-gazette.com/business/businessnews/2012/11/15/Downtown-Macy-s-keeps-tradition-alive-with-holiday-window-display/stories/201211150274.

Next, move onto two-step directions such as, "Point to the wreath, then point to the wreath," and "Point to girl and wave."

Image retrieved from http://commons.wikimedia.org/wiki/File:Macy%27s_Holiday_Windows.JPG.

Finally, end with three-step directions such as, "Point to the girl, then point to the boy, then point to the mailbox," and "Point to the mailbox, tell Santa what you want for Christmas, then wave goodbye."

Being enthusiastic while giving a directions helps, and so does positive praise.  If your child has difficulty following directions, then try repeating the direction.  If that doesn't work, then practice the parts of the direction in isolation; once each one is mastered then your child can try to do them all at once.  If that doesn't work, then model the direction for your child and see if she can imitate it.

Many children respond best to directions that are meaningful.  So, you may also try to incorporate direction following inside of Macy's.  For example, Macy's is famous for having a mailbox at every store for children to submit their letters to Santa.  Thus, a good two-step direction would be, "Take out your letter, and put it in the mailbox."

Note: These Pittsburgh Macy's pictures were taken circa 2012 and 2013.  I couldn't find anything more recent!

CCVC (consonant-consonant-vowel-consonant) words; Three rivers

At around three to three-and-a-half years of age, children start to use clusters of sounds in words.  A word structure we often see developing at this age is CCVC (consonant-consonant-vowel-consonant).  The Language Development Survey (LDS) by L. Rescorla lists frequently used words by two- and three-year-olds.  In order to facilitate spontaneous use of these words, I recommend targeting them at the three rivers because many of the CCVCV words from the survey can be found there.  This activity is great for children with normally developing language as well as those with language delays.

 

 Image retrieved from http://cmharlan.blogspot.com/2012/05/paddling-in-pittsburgh.html.

Below are some words from the LDS that can be practiced at the three rivers.  To practice, ask your child to label the items.  For example, if you see a truck on one of the bridges, ask "What's that?"  The answer should be "truck."  If you would like to build your child's language, you can model phrases like "blue truck" or "I see a truck."  Try to elicit each word several times in order to get lots of practice. 

Green

Image retrieved from http://travelonthelevel.blogspot.com/2011/07/pittsburgh-easily-walkable.html

Cloud

Image retrieved from http://www.dannytimpona.com/2014/06/06/pittsburgh-living-andy-warhol-bridge/

Grass

Image retrieved from http://nats320.blogspot.com/2010/09/skyblast-iii.html.

Star

Image retrieved from http://www.geofffox.com/MT/archives/tag/stars

Train

Image retrieved from http://article.wn.com/view/2014/02/21/Pittsburghs_Hot_Metal_Bridge_open_after_barge_hit/

Other CCVC words include clean, stick, bring, close, floor, fridge, glass, spoon, trash, slide, swing, school, store and please.

CVCV (consonant-vowel-consonant-vowel) words; Waterfront

When children are about 24 months old, they begin to use the word formation of CVCV (consonant-vowel-consonant-vowel), such as "puppy" and "cookie."  The Language Development Survey (LDS) by L. Rescorla lists frequently used words by two-year-olds.  In order to facilitate spontaneous use of these words, I recommend targeting them at the Waterfront because many of the CVCV words from the survey can be found there.  This activity is great for children with normally developing language as well as those with language delays.

Image retrieved from http://www.bizjournals.com/pittsburgh/news/2012/10/04/joint-venture-closes-on-buying.html?page=all

Below are some words from the LDS that can be practiced at the Waterfront.  To practice, ask your child to label the items.  For example, if you see a cookie at Panera Bread, point to the cookie behind the glass and ask your child, "What's that?"  The answer should be "cookie."  If you would like to build your child's language, you can model phrases like "big cookie" or "yummy cookie."  Try elicit each word several times in order to get lots of practice.  More information on two word phrases will be covered in a later post.

Cookie (May be found at Panera Bread, Giant Eagle, Target, Starbucks)

Image retrieved from http://www.urbanspoon.com/rph/9/126106/69449/atlanta-panera-bread-double-chocolate-walnut-cookie-photo; photo credit "Barney."

Coffee (May be found at Panera Bread, Starbucks, Giant Eagle, Target, Barnes and Noble...and yes, "coffee" really is a word two-year-olds use!)

Image retrieved from http://news.techgenie.com/latest/starbucks-app-for-iphone/.

Baby (May be identified by a baby doll at Target, a picture of a baby at Carter's/The Children's Place, or a passerby's baby)

Image retrieved from http://www.babysleepsite.com/tag/baby-sleep-stroller/; posted by E. De Jeu.

Soda (May be found at Chick-fil-A, Eat'n Park, Costco, etc.)

Image retrieved from http://www.sodapoptops.com/soda-pop-tops-can-covers.

Daddy (May be identified as a passerby, in an advertisement at Dick's Sporting Goods/The Children's Place/Target)

Image retrieved from http://commons.wikimedia.org/wiki/File:Father_and_son_27.jpg.

Mommy, Lady (May be identified as a passerby, in an advertisement at Loft/Marshalls/Macy's)

Image retrieved from http://www.magforwomen.com/lovely-tips-on-starting-a-mother-child-club/.

Bunny, Puppy, Kitty (May be found live at Petco, or as stuffed animals at Target)

Image retrieved from http://www.spca.com/?page_id=66&lang=en.

Other CVCV words that may be encountered at the Waterfront include: yucky, rainy, gimme, money, dolly, belly, heavy, happy.  For more information on the LDS, visit this link: http://www.aseba.org/research/language.html.

Comparitives and Superlatives; Sandcastle Waterpark

Comparatives are used to compare two things: for example, "She is shorter than me."  Superlatives compare one thing to every other member of its category: for example, "She is the shortest girl in our grade."  Comparatives and superlatives are important elements of language because they allow children to make comparisons, which leads to critical reasoning and richer language.  Visuals often help children understand comparisons, and Sandcastle Waterpark is a great place to practice this time of year.

Image retrieved from http://waterparks.findthebest.com/l/302/Sandcastle-Waterpark-in-Pittsburgh-Pennsylvania

To practice, start with a comparison of the rides.  Gauge your child's understanding of comparisons by asking her questions.  Ask your child which ride is the tallest, which ride has the longest line and which ride is the furthest away from where you are standing.  Take it a step further by listing three rides, then asking your child which ride is big; then ask her which ride is bigger; then ask her which ride is the biggest.

Next, move onto modeling comparative and superlatives for your child as you ride the rides.  For example, you may say, "The Blue Tubaluba was fast, the Boardwalk Blasters was faster, and the Lightning Express was the fastest."  You may also say, "The Blue Tubaluba was fast, but the Boardwalk Blasters was faster."

Finally, ask your child to make her own comparisons about which rides were wet/wetter/wettest, which water was warm/warmer/warmest, etc.

For the most advanced, practice irregular comparatives and superlatives: good/better/best, bad/worse/worst, little/less/least, famous/more famous/most famous.

*Tip: If you would like to get more language stimulation out of this activity, ask your child why she made the comparisons that she did.  For example, "Why was the wave pool the most fun?" or "Why do you think the Dragon's Den was the best ride?"

Point of View/Perspective; Soldiers & Sailors Memorial Hall and Museum

Understanding point of view when reading is important because it leads to critical analysis of the text.  This is a target area for SLPs because it speaks to comprehension of material.  In the classroom, the teacher may discuss how a story can be told from a specific viewpoint, such as that of a worm in "Diary of a Worm" by Doreen Cronin.  Children will also learn how one story can be told differently, such as "The Real Story of the Three Little Pigs" by Jon Scieszka which tells the story of "The Three Little Pigs" from the wolf's point of view.  As children get older, they will move onto chapter books that have more complex viewpoints, including books such as "The Diary of Anne Frank," "Wicked," "Look Homeward Angel" and "The Great Gatsby."  In order to practice understanding point of view, I suggest role playing at the Soliders & Sailors Memorial Hall and Museum.  Your child can describe viewpoints of veterans and those from the home front that are profiled in the museum.  This is also a relevant task considering Memorial Day was this week.

Image retrieved from http://www.livingpittsburgh.com/2014/05/pittsburgh-memorial-day-celebration-at-soldiers-sailors/.

Look at exhibits and ask your child questions to get her thinking about possible viewpoints.

 

 Image retrieved from http://pittsburgh.ettractions.com/Soldiers-Sailors-Memorial-Hall-Museum/attractions/7674/.

Here are some questions to get your child started:
What do you think the men were thinking about when this picture was taken?
How do you think the men felt about being in the service?
Do you think the men were fearful of combat?
Why do you think the men chose to be part of the Air Force?

For the more advanced, ask your child to pick a man from the picture, and role play.  Have her pretend to be one of the men, and ask her what she would say to her family back home; ask her what she missed most about being home; ask her about the friendships she developed in the service; ask her what basic training was like.
 

 

 Image retrieved from http://www.yelp.com/biz/soldiers-and-sailors-memorial-hall-and-museum-pittsburgh.

The above is a cast of Abraham Lincoln.  To practice perspective, ask your child what Lincoln would say about problems that our country faces today (international relations, taxes, inequality).

 

Image retrieved from http://soldiersandsailorshall.org/.

Questions to ask with these treasures may include:
How did this man feel about being drafted?
What do you think his perspective was on serving his country?
How would this man view the role of women in the military today?

For the more advanced, ask your child to take on the role of a G.I. from one of the Axis powers from World War II.  Ask her to answer the above questions in that person's voice.

Changing gears: difficulties in seeing another person's perspective is common with Autism Spectrum Disorders (ASD).  Children with ASD often have difficulty perceiving what emotion another person is experiencing.  One way to target this is to pay special attention to facial expressions.

Image retrieved from http://veteranvoicesofpittsburgh.com/2012/03/.

Tell your child that this man is "happy" because he is smiling and showing his teeth, and because his eyes are open wide.  Review photographs of happy people several times with your child, repeating the same information.  Next, look at a photo of someone that is happy and ask your child how he is feeling (the answer should be "happy").  Finally, ask your child to identify a picture of a happy person on her own.

Image retrieved from http://www.bbc.co.uk/news/in-pictures-15672939.

Tell your child that this man is "sad" because he is frowning, and he is crying.  Review photographs of sad people several times with your child, repeating the same information.  Next, looks at a photo of someone that is sad and ask your child how he is feeling (the answer should be "sad").  Finally, ask your child to identify a picture of a sad person on her own.  Note: this picture is not on exhibit at the museum.

Similes; Andy Warhol Museum

A simile is a figure of speech that draws a comparison using "like" or "as."  It is helpful for children to practice understanding and using similes so that they become proficient in more abstract language.  Visiting attractions that are visually stimulating should help your child create similes.  The Andy Warhol Museum certainly fits the bill.  I know it may seem unconventional, but I think this is a good place for your child to begin looking at art.  Warhol's work is often big and colorful, and it is frequently centered on things that are familiar to us from pop culture.  Also, many of the exhibits let you get up close and personal which children enjoy.

l

Image retrieved from: http://en.wikipedia.org/wiki/The_Andy_Warhol_Museum.

When looking at an exhibit, ask your child what she can compare it to.  At first it will be helpful to provide her with an example.

With this picture of Marilyn Monroe, tell your child that "Her hair is as yellow as a lemon."  Then, ask your child what she can compare the hair color to.  Cue your child with, "Her hair is as yellow as a..."  Encourage your child to think of as many comparisons as she can as this will lead to more practice.  Simple answers may include banana, corn, sunflower, baby duck, and the sun.

Image retrieved from http://www.warhol.org/exhibitions/2012/15minuteseternal/en/index.html.

Other similes are include:

"The painting is as colorful as a ____."  (Rainbow, box of crayons.)

 

Image retrieved from http://iva150.deviantart.com/art/Mickey-Mouse-inspired-by-Andy-Warhol-320530195.

"The cookies jars are as cute as a  _____."  (Baby, puppy.)

 

Image retrieved from  http://old.post-gazette.com/ae/20020301warhol1.asp.

"Her smile is like a ____."  (Breath of fresh air, sunbeam.)

Image retrieved from http://commons.wikimedia.org/wiki/File:Andy_Warhol_Museum_-_IMG_7616.JPG.

If your child struggles with similes, try using a simile that she is already familiar with and changing it to reflect the subject matter at hand.  For example, "Pretty as a picture" can be changed to "Pretty as a flower;"

Image retrieved from http://www.happytouring.com/pittsburgh-a-friendliest-city-in-pennsylvania-which-offers-a-historic-and-unique-vibe/a-woman-is-staring-at-one-of-art-collections-in-andy-warhol-museum-pittsburgh/

"Big as a house" can be changed to "Big as an elephant;"

Image retrieved from http://www.c24gallery.com/news/charles-lutz-at-the-andy-warhol-museum/.

"Like two peas in a pod" can be changed to "Like chicken broth and noodles."

Image retrieved from http://edtech2.boisestate.edu/mollibrown/502/virtualtour/warhol.html.