Debby Bayne, Speech-Language Pathologist WWPS
on Mondays Tuesdays Wednesdays Thursdays Fridays at ___________________.
Please call Greenbush Elementary School at (401) 822 - 8454 if you need to cancel the session.
I will return your call as soon as possible. You can also reach me by email at:
What do we do in a session?
Next, I sing a "feeling" song to the children, asking them how they are feeling that day and why.
"How are you today, how are you today? Tell me children how are you.
Are you happy, are you sad, are you excited, are you mad?"
If the children respond with one word or two words, I model a longer phrase or sentence, using pictures to help them. I do this to lay the groundwork for them to "use their words" when they are frustrated.
After the "feeling" song, the children choose a song they would like to sing from a choice board. There are pictures to represent some of the favorite, repetitive songs that we sing. Some of them are: "Brush your teeth" (Raffi), "Itsy, bitsy spider," "Willabee, Wallabee," "Mr. Sun" (Raffi), "Monkeys jumping on the bed," "Monkeys swinging in the tree." Singing is very important to young children's language development. They learn new words and phrases. The rhythm of songs helps them learn the rhythms of speaking. Even if your child is working on their speech sounds or being understood, songs teach them about different sounds, different rates, rhyming.
The next part of the session we work on specific sounds or words/target areas. I usually try to incorporate it into some type of game or fun activity.
Saying words is hard for them, so there is always a lot of encouragement and support, sometimes even for just making an attempt at trying to say a word!
We talk about it being hard to do and that we are working on it together. I give them the words to say, "It's hard!" or "I need a break/Can we do something else?" At this point if we have done enough, I will honor their request. If I'd like them to try a little more, I acknowledge their request, and usually can get them to do a few more tries,usually a little easier, and end on a positive note for that section of work.
Then we wrap up the session, and they might choose a sticker or take shots at the basket for doing their hard work. They may be tired after their session, or not very talkative. That's ok, we have been "talking" for a 1/2 hour straight. If in daycare/preschool, they may want to go to an activity, that is mostly listening or building. If going home, they might want to play outside/get physical to let off some steam. Most likely, they will probably be able to tell you later on a little something about what we did, especially if you can ask them a leading question, like "What game did you play?" or "What story did you read?"
The Bus - 6 animals ask the driver for a ride, and driver tells each one "no." Finally the children ask the driver for a ride, and the driver says, "yes!" We take turns being the animals and the driver, asking for a ride, and telling the others "No, no animals on the bus go home."
Where's Spot? - board book - The mother dog is looking for her puppy throughout the house. I add the repetitive question, "Spot, where are you?" to each page.
From Head to Toe - by Eric Carle - I use this book with a song for following directions with body parts and to get them moving.
I do not use many game apps with the children, because it so absorbs their attention, it takes away from the interaction. But two that you might enjoy trying with your child are: Starfall Pumpkin and Pepi Bath
I'd suggest taking turns doing it with them, and having them "use their words" to talk during the different parts of the game.
Please contact me with any questions/concerns you may have.