As we previously talked about, imitation is a learned skill. As much as we want our kids to repeat our words, it isn’t that simple. Kids must learn many prerequisite skills before imitating words. Some children learn these naturally, while others need explicit teaching. Previously, we talking about teaching imitation skills through objects. Today, we’ll be discussing imitation skills through communicative gestures.
In this level, children begin imitate actions that convey meaning. In the world of speech and language, we call these communicative gestures. Toddlers typically learn these skills first through direct order “wave bye”, then through indirect cues “bye”. These skills typically develop around a child’s first birthday. For this stage, children need the same prerequisite skills as level one, appropriate age, joint attention, and motor skills, as well as the ability to imitate with objects. Remember, we’re teaching imitation skills, not just body movements.
Similar to level one, we will use toys to target these specific imitation skills, as well as our bodies. It is important to model actions in appropriate contexts. It would be confusing to flap our arms like a duck, if we’re not actually playing with farm animals. Social game such as peek-a-boo are also great for teaching gestures. In this level, think big gestures. Be obvious and deliberate. Repeat the gesture 3-5 times before expecting a child to imitate. Use hand over hand assistance, if needed. Repetition is so important in this level. Plan activities that can be repeated several times a day. Once a child begins imitating big, grand gestures, introduce sign language. We’ll talk more about that, next week.
Activities for this level will differ based on each family. Some families with older children, enjoy more hand game style activities which can incorporate siblings. Other families like games and gestures that can be practiced on the go. Some enjoy the structure of meal-time or the freedom of playtime. Repetition and consistency are the most important aspects when teaching new skills. Pick whatever activities can be easily incorporated into daily routines.
Before talking about specific activities, it is important to discuss that this level may be extremely difficult for children with social communication delays such as Autism Spectrum Disorder. The lack of social referencing, may prevent the child from noticing your gestures. Cognitively, the child may not be able to link meaning to the movements. Physically, the child may have difficulty coordinating the body for movements or the child may need actions with more sensory components, such as jumping and swinging in order to engage. Address underlying skills first before moving on to this level.
If your child is ready, now comes the fun stuff. Picking some games and activities to play. These are just some of my favorites, which is use daily with my families. Feel free to think of your own as well!
· Model actions during games such as covering your face (peek-a-boo) or rolling your hands (patty cake).
· Act out animal movements such as a bird flapping wings/arms, or stomping like an elephant. Remember to do this in context to a play activity.
· Jump up and down
· Lay on the floor and kick your legs in the air
· Reach up to be picked up or grab an item out of reach
· Clap hands to demonstrate excitement
· Shake/nod head for yes/no
· Wave bye
· Blow a kiss with your hand
· Point
· Hold hands out while asking “where did it go?”
· Pretend to rock a baby
· Shake hands as if you were using a pretend rattle
What actions will you be modeling this week?
Talk soon, Kim
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