Joint attention is the ability for one person to engage with another person or object. Joint attention occurs in early development as children start to interact by sharing experiences with their caregivers. This emerges as early as two months. As joint attention gets stronger, babbling and speech starts to emerge. Joint attention is an essential skill to learning language.

Here are some examples of joint engagement at an early age:
– When your child follows your eye gaze (e.g.: when you look at the dog, your child will follow)
– When your child smiles in response to your smile
– When your child initiates and points at something he/ she wants
– When your child draws your attention to an object of interest with a sound, or by pointing, looking back and forth

Some children have difficulties engaging. These are some red flags that may indicate if a child has difficulty with joint attention:
– The child is often not motivated to play with another and is more interested in the object that they have
– The child has difficulty shifting attention from one thing to another

If your child has difficulties with joint attention, here are some basic tips for engaging your child:

– Play face- to face games (e.g.: peek-a-boo, tickling). Pause the activity, wait and give your child an opportunity to ask to continue
– Provide your child opportunities to ask for what they want by holding items up, hiding toys they are interested in close by or placing a favourite object out of reach and waiting until your child does something to ask for it
– Hold objects close to your face to encourage eye contact
– Play some basic turn taking games (e.g.: stacking blocks)
– Play an activity that your child can’t do without your help (e.g.: bubbles, wind- up toys, musical toys). Wait for your child to ask for help before winding the toy up or blowing more bubbles.

A Speech Pathologist can help children develop their joint attention. If your child is experiencing difficulties with joint attention, please contact a speech pathologist at the clinic for support.

Eleanor Brignell – Speech Pathologist for De Silva Kids Clinic

Fussy eating is common in children, particularly between the ages of 18 months and five years. Fussy eating can vary from the child who has a few specific likes and dislikes to the one who will only eat a limited range of familiar foods and refuses to try anything new.

It is important to remember that a healthy child with not starve themselves. Most fussy eaters manage to get enough nutrients to remain strong and develop normally until they grow out of it. Healthy children eat when they are hungry, and usually not before.

Tips to encouraging healthy eating:

• Keep meal and snack times regular – Smaller meals and snacks are easier for children to manage than three big meals.
• Choose healthy snacks. Offer fruit, milk, yoghurt, sandwiches, cracker biscuits and cereals.
• Avoid letting children fill up on drinks which may dull their appetite. Water is the way to go!! Limit cordials and soft drinks.
• Providing a variety of food from within the 5 main food groups will provide children with all necessary nutrients. If they don’t like pumpkin, try carrots. If they don’t like milk, try yoghurt or cheese.

Strategies for managing food aversions or fussy eating:

• Introduce new foods in a fun way to build up taste and textural tolerance.
  • Disguise food- Try shaping foods into something your child loves
  • Prepare food together – make it fun!!
  • Trial and Error – It can take ten or more tastes of a new food before a child will learn to accept a new flavour, so don’t give up if something is refused after one taste.

• Try preparing foods with textures your child likes. If they don’t like chewing meat, try softer meats e.g mince, or meat substitutes i.e baked beans.
• Offer a choice between two foods – This gives your child a sense of self control
• Let your child choose some food at the supermarket
• Praise your child when they try a new food!

Strategies to avoid:

• Forcing your child eat a new food by using negative language or punishing your child will create negative associations with eating the food.
• Ignoring the fussy eating i.e making separate meals for your child.

Written by Carmel Walsh – Speech Pathologist for De Silva Kids Clinic

Bilingualism and Language

Often times, parents have questions regarding bilingualism and its effects on language acquisition or language delay.

There are many benefits of being Bilingual: 

• Bilingualism improves memory, concentration and numeracy skills.
• It builds the child’s identity and will help in maintaining strong relationships with family, friends, culture and community.
• As Bilingual children learn to switch languages, they develop flexible thinking as well as creative and problem solving skills.
• Being Bilingual, increases the chances of obtaining jobs as they are able to participate in the global community and have access to a wider range of resources.

FAQ:

Will Bilingualism cause a language delay?

No. Bilingualism does not cause a language delay. The research has shown that children who are bilingual can have a smaller than average vocabulary in both languages however his total vocabulary from both languages may be the same size as a monolingual child. Children should be producing their first words between 8-15 months so if your bilingual child is demonstrating significant delays in acquiring his/her language milestones then he could have a language disorder. In this case, seek advice from a Speech Pathologist who can confirm whether or not it is a language disorder.

My child is mixing both languages. Does that mean they are confused?

When children or adults mix two or more languages it is called code-switching. Code-switching is normal and is a natural occurrence when bilingual speakers engage in conversation or when learning a second language.

Should I stop speaking in my native language at home?

No. Currently there is no evidence to suggest that increasing the use of English or the desired language at home is essential to improving the child’s acquisition of that language.  Speaking a language that is not your native language at home can cause the interactions with your child to be unnatural and uncomfortable. It is better to speak in a language that you are fluent and comfortable with than in a language that you are not proficient in as this will provide your child with a less than ideal model and this can consequently cause your child to speak in sentences that are grammatically incorrect or consist of the incorrect word order.

How can I support my bilingual child?

• Speak the language that you are fluent in at home.
• Provide as many opportunities as you can for your child to hear, speak, play and interact using your home language.
• If you feel your child’s language is delayed, seek advice from a Speech Pathologist.

Written by Senali Alahakone – Speech Pathologist at De Silva Kids Clinic

Learning Through Reinforcement: Operant Conditioning

What is Reinforcement?

• Reinforcement is the consequence or feedback given to a child following their behaviour or response.
• It is given following a correct or desirable response

Types of Reinforcement

• POSITIVE REINFORCEMENT: The addition of something pleasant. Examples: toys, food, social praise, sensory feedback
• NEGATIVE REINFORCEMENT: The removal of something unpleasant. Examples: finishing work, going on a break, turning off a loud sound
• Both Positive and Negative Reinforcement INCREASE the likelihood of a behaviour occurring again in the future and creates desire and motivation to learn

Punishment

• The removal of something pleasant (e.g., taking away a toy, turning off the TV, etc.) or the addition of something unpleasant (e.g., more work, clean up, etc.)
• Punishment is NOT reinforcement
• In theory, punishment is designed to DECREASE the likelihood of a behaviour occurring again in the future.
• NOTE: The effects of punishment are often short term

Reinforcement should be:

• Contingent on the child’s behaviour/response. Example: If a child says “ball” they should receive the ball as reinforcement, not something unrelated such as tickles or a high 5

• Immediately following a child’s behaviour/response. Do not allow a delay
• Consistent. All those working with the child should be reinforcing the child the same way, and for the same behaviours. Reinforcement needs to be extremely frequent when teaching a new skill
• Graded. Reinforcement should be dependent on the QUALITY of a child’s response. Higher reinforcement should be reserved for highly desirable responses/behaviour. Remember to reinforce attempts also to maintain the child’s motivation.

Playing with transport toys such as trains, cars and trucks can be a fun and engaging way to help support your child’s language development. Use the following cheat sheet to help work on these communication skills whilst you and your child are playing with transport!

Describing/labelling

Colour: red, blue, yellow, green etc.

Size: big, little, small

Shape: circle, round, square

Sound: whistling, noisy and loud

Speed: fast, slow, quick

Expanding vocabulary

Nouns: sounds (horn), parts of transport (wheels), places they go (road), traffic signs (stop signs)

Functions: what are different parts used for? (horn, wipers, wings)

Concepts: under, around, next to, behind, in front, between

Receptive language

Following directions: give directions using prepositions (e.g. under, around, next to, behind, in front, between, on, off)

Action words

• Go
• Push
• Stop
• Drive
• Pull
• Park
• Open
• Close
• Steer
• Move
• Start
• Fly
• Brake
• Turn
• Open/close

Play and social skills

• Encourage joint attention and pretend play
• Make eye contact and sharing
• Construct together and make stories
• Practise giving and following directions
• Learn road rules

Written by Sarah Pritchard, Speech Pathologist at De Silva Kids Clinic

Reading is a great way to support your child’s language development. Reading will help improve both their receptive and expressive language skills. Studies have reported that reading to your child as early as eight months old can have significant impact on early language development.

Tips for reading with your child:

• It is ok to read the story again and again. Repetition will help your child learn language.
• Choose books with rhymes or songs. Clap along to the rhythm and help your child clap along.
• Talk about the objects and actions in the picture (e.g. “Look the boy is diving into the deep water!”)
• You can expand language (e.g. if your child says “tree”, you can respond by saying “yes that is a big, green tree”)
• Model language by commenting more and questioning less, so that it does not feel like a test.
• Relate the story’s events to the child’s interests, hobbies and daily activities (e.g. “That boy is riding a blue bike like yours”).
• Discuss the story with your child. (“Why do you think the monkey stole the key?”)
• Help your child become aware of letter sounds. (While pointing to a picture of a snake, ask: “What sound does a snake make?”) As your child develops, ask more complex questions. (While pointing to a picture of a ball, ask: “What sound does ‘ball’ start with?”)
• Play sound games with your child. List words that rhyme (“ball,” “tall”) or start with the same sound (“mummy,” “mix”).

Written by Senali Alahakone – Speech Pathologist at De Silva Kids Clinic