Top Tips For The Best Chair When Weaning / Feeding Your Toddler

ByLondon Speech and Feeding
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Kids Speech Therapist London
Top Tips For The Best Chair When Weaning / Feeding Your Toddler

Many times I consult families for weaning or feeding difficulties and the immediate and most obvious problem I spot, as soon as I arrive or see any video footage for analysis: the high chair has no footrest! You know the one that is so popular from a certain Swedish company…and don’t get me wrong, most of my furniture is still from that same company and I mostly love it…after assembly and a fair bit of cursing…but the very cheap chair they sell is literally one of my pet hates…perhaps ‘hate’ is a bit strong, but I just do not like this chair at all. And the reason is simply this: IT HAS NO FOOTREST!? PS: it may do now, I have not been to said store in a while, but I have not come across any improved chairs in any of my clients’ homes!

Who likes to have their feet dangling in mid-air at any time of the day? I really don’t!. I need to always have my feet firmly planted on the ground or on a footrest – should I find myself lucky enough to be sitting on a bar stool these days! As soon as I clamber up that stool and I have managed to find a hook for my handbag – here’s another bugbear, but I digress – as soon as…my feet are looking and rooting for that foot rest. Because it gives us stability and let’s face it, when on a bar stool…stability is what gets us through the evening.

So back to our toddler: why would we imagine that our toddler feels any different about dangly legs? Imagine if you will, sitting on one of those bouncy gym balls… where would your feet be? Yes of course, on the floor, because otherwise all hell will break loose or, more to the point, your tummy muscles would get a nice work out, and that is FINE, no problem. Go for it, I know I should…

But if you imagine sitting on a ball like this with your feet off the ground and now you are given a plate of food as well….. I personally don’t think that would end well.

Of course our toddler in that high chair without a footrest is not quite as wobbly as you would be on that ball, but the principle is the same: there is very little stability and now s/he is meant to be tucking into some veggies as well.

As I mentioned in my PS above, I do understand that there are now some additional footrests that can be fitted on the above Swedish chair, and if that becomes a bit more common place and is easy enough to do, then all is forgiven and please go ahead. However….. and I am not on ANY commission from the company I am about to recommend, but really, I have not come across a better chair that is so versatile and will last your child until they are about 12years old!! (Both my boys had one each and 20 years later, I still use both their hairs now for children that come to see me in my clinic. They are almost as good as new and adjust so easily and well to all different heights)

Tripp Trapp® Chair
Tripp Trapp® Chair

Enter, the Stokke Tripp Trapp Chair. It costs a small fortune to be fair, but it did win the “best high chair award” in 2021. There are many cheaper versions available, for example, John Lewis sell a similar chair for about half the price! So do shop around.

But what is so important to consider is that your child has a foot rest and that his trunk is at a 90 degree angle with your child’s thighs.

This affords your child maximum stability and so now we can have a look at the rest of your child’s feeding skills and see what else can be done to help things, and there are many more strategies. But this is usually the first and a hugely important bit of advice I will give and the effect of better sitting, and increased stability is huge!

Best of luck with shopping for your great new high chair. I would also say, if you have already got a chair without a footrest and you don’t want to get another one, I totally get that too. In that case, perhaps have a think about how you could enable your child to rest his/her feet on something, with the right 90 degree angle I mentioned above: perhaps a crate of some sort? a coffee/side table that could be placed under the chair for feet to rest on? a box? Once we become aware of the problem there is most often a solution to this issue. Your toddler will thank you!

I hope this is helpful, please feel free to contact me if you have struggled with finding the right position for your child or if you found this blog post helpful.

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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Baby-Led Weaning: A Speech and Language Therapist's Take
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Baby-Led Weaning: A Speech and Language Therapist’s Take

ByLondon Speech and Feeding
adorable baby playing with food
Image by freepik

Let’s face it, introducing solids is a rollercoaster for parents. You’re bombarded with advice (solicited and otherwise) on purees, spoon-feeding, and the much-discussed ‘baby-led weaning’ (BLW). As a speech-language/feeding therapist I see the world through the lens of communication and development, as well as safe munching and swallowing. BLW can be a fantastic option for many little foodies. But is it right for yours? Let’s take a dive into the messy, hilarious world of toddler feeding.

BLW in a nutshell

Your baby, perched in their highchair, eyes wide with excitement and curiosity reaches out for a platter of food. He/She grabs a fat avocado slice, and curiously explore it with his/her lips, gums and tongue. He/She spits some of it out, mashes bits of it into his/her hair, there was a tiny swallow and the rest is smeared onto the high chair tray. Now he/she grabs a bit of the banana and rinse and repeat as before, except this one he/she keeps in his/her mouth for bit longer and takes a tiny bit more before the rest gets deposited into his/her bib.

This, in a nutshell, is BLW! It’s all about letting your little one take the lead in exploring new foods, textures, and tastes. No spoon-feeding, just pure, messy, self-directed feeding fun.

The pros of letting your little one loose on solids:

  • Motor Skills: BLW is a sensory party for developing motor skills. Picking up that slippery banana or gumming a chewy piece of toast strengthens those tiny hands and mouth muscles. These are the very skills they’ll need for future talking and chewing.
  • Texture Time: BLW exposes your baby to a variety of textures right from the start. Think soft, steamed broccoli florets or smooth, banana half-slices. This sensory exploration helps them develop an understanding of different textures in the world, which can translate to better oral motor skills needed for speech development.
  • Independence: BLW fosters a sense of self-feeding independence. Your toddler learns to control how much he/she eats and the pace of his/her meal. This can lead to better self-regulation later on, not just with food, but in other areas of his/her development too.
  • A wider variety of flavours: BLW encourages exposure to a wider variety of tastes and smells. Let your baby discover the sweetness of roasted sweet potato or the tang of mashed avocado! This early exploration can lead to less picky eating down the road.

There are some valid concerns:

  • Gagging vs. Choking: One of the biggest concerns parents have about BLW is choking. However, gagging is a natural reflex that helps babies learn to move food safely around their mouths. Choking is much rarer, and with proper food selection and supervision, the risk is very low. The con here really is parental anxiety more than anything else and if you can overcome this then a bit of gagging is just fine and part of the process. Choking, again most children do choke occasionally a bit! Of course, close supervision and common sense is very important here.
  • It’s ever so messy!: Be prepared for mashed banana on the highchair tray, rogue peas flung across the room, and a general sense of chaos. But then again, this is an important part of the learning process! I would encourage you to embrace the mess (within reason and your personal tolerance level) and focus on the fun of exploration.
  • Nutritional Concerns: Some parents worry that babies won’t get enough nutrients with BLW. While it might take a while for them to master the art of self-feeding, a healthy child’s body is pretty good at self-regulating. Offer a variety of healthy options, and he/she will eventually get the hang of it.

BLW: Is it right for your Little One?

BLW isn’t a one-size-fits-all approach. Here are some things to consider:

  • Developmental Milestones: Babies should be able to sit up with good head control and show an interest in food before starting BLW.
  • General good health and absence of food intolerances, allergies, or other significant health issues which might dictatea more controlled feeding regime.
  • Gag Reflex: A strong gag reflex is a good sign. It shows your baby’s natural ability to move food safely around their mouth. If, however, your baby’s gag is overly sensitive and causes frequent bouts of vomiting please consult your health care professional for an assessment (GP, Paediatrician, Dietician, Speech and Language – Feeding Therapist).
  • Your Comfort Level: BLW requires a relaxed and patient approach. If you’re feeling stressed about the mess or potential choking hazards, it might not be the right fit for you.

A final mouthful:

BLW can be a fantastic way to introduce your baby to solids. It promotes exploration, independence, and a love for food. Remember, there’s no pressure to go all-in on BLW. You can always combine it with spoon-feeding or purees to find an approach that works for your family and your child. The most important thing is to create a positive and relaxed mealtime environment where your little one can explore the wonderful world of food at their own pace.

P.S. As an SLT, I always recommend chatting with your health care professional. This way you can address any concerns you might have and ensure your baby is developmentally and physically on track for this exciting new chapter.

Don’t hesitate to contact me!

Sonja McGeachie

Early Intervention Speech and Language Therapist

Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

The London Speech and Feeding Practice

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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Supporting children and families living with verbal dyspraxia
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Supporting children and families living with verbal dyspraxia

ByLondon Speech and Feeding

“It’s brill-i-ant, it’s brill-ant, it’s brillnt”

Have you ever wondered why children may pronounce a word correctly one minute and in the next breath they struggle to say the same word? It’s equally as frustrating for you as it is for your child. The biggest question of all is WHY? Why does this happen and what causes it? Whilst there are many explanations. When it persists, it might be a condition called verbal dyspraxia.

What is verbal dyspraxia

Verbal dyspraxia is a neurological motor speech disorder that affects the coordination and planning of muscle movements that are needed for speech production. A child may have difficulty making the precise movements needed for speech, which may result in inconsistent and unintelligible speech. Children may also have trouble sequencing sounds and syllables, producing speech sounds accurately, and coordinating the movements of their articulators (e.g., lips, tongue, teeth, jaw). This can lead to a range of speech errors (including sound distortions, substitutions, omissions, and difficulty with rhythm and prosody).

We know that these speech errors, and not being able to get a message across, can be frustrating for children with speech difficulties. Can you imagine talking and limited people understanding you? It’s so tough on children and the people trying to communicate with them.

Creating a person-centred therapy plan is vital. This allows your child to stay motivated, as intervention is likely to be long term. This planning may include favourite words to use during their hobby or favourite activity, or person-centred goals such as ‘giving Alexa an instruction’.

Children with verbal dyspraxia can have several different ways of producing words, which often makes it trickier for them as there’s no consistent pattern to work with. So, we’ve put together some top tips to support their communication and make their (and your) lives a little easier in the process.

Ten ways to make communication easier for your child with verbal dyspraxia

  • Have a list of frequently used words and practise this set. Little and often is best!
  • Use cued articulation to support speech production (ask your Speech and Language Therapist for the gestures)
  • Give time and use active listening. This means showing interest and trying not to think about what is on your never ending ‘to do’ list
  • Reduce frustration in any way that you can. This might mean allowing your child to demonstrate using gestures rather than speech. You might also give top tips for other adults or children who communicate with your child when out and about
  • Talk about the structure of words with your child (i.e., there are two beats/syllables in this word)
  • Show the written form of the word to go alongside their production
  • Split down tasks, so that your child only has to respond to one question at a time, reducing their motor capacity
  • Recognise when your child is working well and when they may need support of an Alternative and Augmentative Communication device
  • Allow all environments to have the same training and equipment (i.e., at school, home, out and about)
  • Have regular periods in the day where your child can practise their specific words in different environments. This can be effective for children with verbal dyspraxia

Do you still have questions? Contact Sonja for support.

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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Practical tips for speech and language development
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Practical tips for speech and language development

ByLondon Speech and Feeding
Image by Racool_studio on Freepik

As parents, we all want our children to develop strong communication skills. This starts early, with the simple sounds and babbles of a new-born baby. Here are some practical tips to help you encourage your baby or toddler’s speech and language development through play and everyday activities.

General tips for creating a language-rich environment

  • Talk to your child frequently throughout the day: Even when they’re young, they’re absorbing information. Describe what you’re doing, name objects around the house, and respond to their babbling.
  • Read aloud regularly: Books are a great way to introduce new words and concepts. Choose books with simple language, bright pictures, and repetitive phrases.
  • Sing songs and nursery rhymes: These provide a fun way to practise pronunciation and rhythm.
  • Label objects: Put labels on toys, furniture, and everyday items to help your child associate words with objects.

Engage with your child in their play activities

  • Pretend play: Encourage imaginative play by pretending to be different characters or animals.
  • Build and create: Use blocks, Legos, or playdough to build and create different structures.
  • Outdoor activities: Explore the world around you. Talk about different plants, animals, and weather conditions.

Tips for effective communication

  • Get down to their level: When talking to your child, get down on their level to make eye contact and show that you’re listening.
  • Use simple language: Avoid using too many complex words or long sentences. In the early years (0–3 years) try and make things concrete, stay in the ‘here and now’ — point and gesture lots to help your child understand what you say
  • Be patient: Give your child time to respond and don’t rush them.
  • Model good language: Use clear and correct language yourself.
  • Speak in your native, natural Language: If English is your second language try and speak to your child in your native language: it is more natural and your will probably know better how to speak and sing to young children in your own native language.

Reading to your child

Reading to your child is a powerful way to boost their language skills and create lasting memories.

Reading to your child is more than just a bedtime ritual; it’s a powerful tool for fostering their language and literacy skills. Studies have shown that children who are read to regularly develop larger vocabularies, stronger comprehension skills, and a greater love of learning.

Why is reading so important?

  • Vocabulary expansion: When you read to your child, you expose them to new words and concepts. This helps them build a strong vocabulary, which is essential for effective communication and learning.
  • Improved comprehension: Reading aloud helps children understand the meaning of words and sentences. This improves their comprehension skills, making it easier for them to learn and understand new information.
  • Enhanced cognitive development: Reading stimulates a child’s brain and helps them develop critical thinking skills, problem-solving abilities, and imagination.
  • Stronger emotional bonds: Reading together creates a special bond between you and your child. It’s a time for cuddling, bonding, and sharing stories.
  • The Reach Out and Read Foundation found that children who are read to regularly have significantly larger vocabularies and better language skills than those who are not.
  • A study published in the journal Paediatrics revealed that reading to children can have a positive impact on their academic achievement, even years later.

By making reading a regular part of your child’s life, you are investing in their future success. So, grab a book, get cozy, and enjoy the wonderful world of stories together!

Here are some great books I love using in my Speech Therapy sessions:

Books for 6 months to 2 years

Touch and Feel Books

  • Touchy-Feely Farm by DK Books: This book features different textures to explore, such as soft fur, rough bark, and squishy mud.
  • Baby Touch: Animals by DK Books: This book introduces various animals and their textures, like soft feathers, scaly skin, and furry coats.

Lift-the-Flap Books

  • Peek-a-Boo! Animals by DK Books: This book has flaps to lift revealing different animals hiding underneath.
  • Where’s Spot? by Eric Hill: A classic lift-the-flap book that encourages spatial awareness and vocabulary.

Pop-Up Books

  • Pop-Up Farm by DK Books: This book features fun pop-up elements that bring the farm to life.
  • Pop-Up Jungle by DK Books: Explore a vibrant jungle with this interactive pop-up book.

Sound Books

  • Sound Books: Farm by DK Books: This book features sounds that correspond to different farm animals.
  • Sound Books: Safari by DK Books: Listen to the sounds of various safari animals in this interactive book.

Interactive Books

  • That’s Not My… Series by Usborne: These interactive books feature tactile elements that encourage exploration and vocabulary.
  • Peek-a-Boo! I Spy by DK Books: This board book with flaps encourages visual tracking and vocabulary.

These books are designed to engage young children through their senses and encourage exploration. The repetitive nature of these books helps toddlers learn new words and concepts while having fun.

Books for 2 years ++

Classic favourites

  • The Very Hungry Caterpillar by Eric Carle: This colourful and interactive book is a classic for a reason. It introduces simple words, colours, and days of the week.
  • Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle: This repetitive story helps children learn colours and animals.
  • Where’s Spot? by Eric Hill: A simple hide-and-seek book that encourages vocabulary and spatial awareness.

Modern classics for children 3 years – 6 years

  • The Gruffalo by Julia Donaldson and Axel Scheffler: A fun and imaginative story that introduces more complex vocabulary and rhyming.
  • Room on a Broom by Julia Donaldson and Axel Scheffler: Another rhyming story that encourages counting and vocabulary.
  • The Tiger Who Came to Tea by Judith Kerr: A playful and imaginative story that introduces various foods and social skills.

Books for children 6 years ++

  • The Adventures of the Little Prince by Antoine de Saint-Exupéry: A philosophical tale that introduces complex vocabulary and themes.
  • Charlie and the Chocolate Factory by Roald Dahl: A whimsical and imaginative story that introduces a variety of characters and settings.
  • Harry Potter and the Sorcerer’s Stone by J.K. Rowling: A classic fantasy series that introduces a wide range of vocabulary and concepts.

Remember: The best books for your child are the ones they enjoy. Encourage them to explore different genres and find stories that spark their imagination.

Please feel free to contact me.

Sonja McGeachie

Early Intervention Speech and Language Therapist

Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

The London Speech and Feeding Practice

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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Speech prompts and strategies I use in Speech Sound Therapy
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Speech prompts and strategies I use in Speech Sound Therapy

ByLondon Speech and Feeding

This particular student has a mild motor planning difficulty and six weeks ago he came to me with a very strong lisp. In addition to the lisp he is struggling to produce a number of sounds, SH and L on its own and all the clusters (FL/BL/KL/PL) but also CH together with some vowel difficulties.

The prompts are a mix partially from the DTTC (Dynamic Temporal and Tactile Cueing) model by Dr Edythe Strand as well as phonological models I have learned over the years, and some of them are my own.

Visual/picture prompts and Images

Here I use the ‘Flat Tyre’ Sound, to offer as an image for a new S sound and the ‘Tick Tock’ Sound for a new image of the T sound. Both cards are from the Bjorem Speech Sound Deck, which I love and use almost daily.

Gestural Cues

I like to use all the ‘cued articulation’ hand cues by Jane Passy for consonants and fricatives. Here we use our fingers and hand to illustrate what our tongue does, and we also show whether a sound is voiced or voiceless. When I use one finger it is voiceless (k/f/s/p) and when I use two fingers for the same cue it means that the voice needs to be turned on: (g/v/z/b/n/m). For vowels I like to use Pam Marshalla’s cue system.

Simultaneous production

We say the word together.

Direct imitation

I say the word and my student copies me directly.

Imitation after a delay

I say the word and then after a little wait my student says the word.

Spontaneous production

My student has now learned to say the word by him/herself.

Offering feedback

It sounds like… I just heard… I didn’t hear the first sound there? Can you try again?

Letting the student reflect

By just shaking my head or by looking quizzical so that my student realises something didn’t quite go right.

Postitive reinforcement

‘Yes that was it, do it again, nice one…’

Cognitive reframing

This is a technique where we identify different semantic cues and metaphors or imagery cues, so instead of teaching or focusing on a sound we try out viewing each syllable from a different point of view.

For example: ‘yellow’. I have had great success with this one: we start with just saying ‘yeah yeah yeah’. I might make a little joke and say something like ‘imagine your mum says tidy your bedroom, what do you say or what do you think?’ Answer: ‘yeah yeah yeah’. Then we practice ‘low’ together, I might blow some bubbles high and low and we talk about ‘low’. And then we put ‘Yeah’ and ‘Low’ together and now we have YELLOW!! It might at first still sound a bit odd, like ‘yea-low’ but we soon shape that up and have the real word.

Each student is different and having a great rapport is crucial to our success.

Then a little game break after some 7–10 or so repetitions and always trying to finish on a positive note.

What game breaks do I use:

Very quick ones! Students can post something, place a counter in a game, take out a Jenga block from the tower, pop in a counter for ‘connect 4’, stick a sword into the Pop the Pirate barrel or add a couple of Lego blocks to something they are building.

I hope this is helpful, please contact me for any questions.

Sonja McGeachie

Early Intervention Speech and Language Therapist

Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

The London Speech and Feeding Practice

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

1
Feeding therapy: A guide for parents and caregivers
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Feeding therapy: A guide for parents and caregivers

ByLondon Speech and Feeding
Image by gpointstudio on Freepik

Feeding therapy is a specialised form of therapy and support that helps children develop healthy eating habits and overcome challenges related to food. It’s often used for children with picky eating, feeding disorders, or sensory processing issues.

What is feeding therapy?

Feeding therapy involves a series of techniques designed to improve a child’s eating skills and attitudes towards food. In the UK it’s typically provided by speech and language therapists and dietitians. These professionals work closely with parents and caregivers to create a personalised treatment plan tailored to each child’s unique needs.

How does feeding therapy work?

Feeding therapy sessions are typically 30–60 minutes long and involve a variety of techniques, including:

  • Family counselling: Providing support and guidance to parents and caregivers. This can help address any practical, behavioural and emotional issues that may be impacting the child’s eating.
  • Play-based activities: Engaging children in fun activities while introducing new foods or textures. This can help alleviate anxiety and make mealtimes more enjoyable.
  • Sensory exploration: Helping children become more comfortable with different tastes, smells, and textures. This can be achieved through activities like touching, smelling, and tasting various foods.
  • Oral motor exercises: Improving chewing, swallowing, and lip coordination. These exercises can help children develop the necessary skills for eating independently.
  • Behavioural techniques: Using positive reinforcement to encourage healthy eating habits. This can involve rewarding children for trying new foods or eating a variety of meals.

When is feeding therapy needed?

Feeding therapy may be beneficial for children who:

  • Are picky eaters: Refuse to eat a variety of foods or have strong preferences.
  • Have feeding disorders: Experience difficulties with eating, such as swallowing or chewing.
  • Have sensory processing issues: Are sensitive to certain textures, smells, or tastes.
  • Have medical conditions: Such as autism, cerebral palsy, or gastrointestinal disorders.

Feeding therapy strategies you can try at home

While professional feeding therapy can be invaluable, there are several techniques you can try at home to support your child’s eating development:

  • Create a positive mealtime environment: Make mealtimes enjoyable and stress-free by avoiding distractions, limiting screen time, and creating a calm atmosphere.
  • Create regular mealtimes and mealtime routines: Introduce set ways of announcing meal times, including songs or short nursery rhymes, try and involve your child with table setting, even just carrying their spoon to the table and putting the beaker next to the plate and ensure that meal time finishes after about 30 minutes, again with a set routine so that the child always knows: this is how we do it in our home, now I am finished and meal time is over.
  • Introduce new foods gradually: Start with small amounts and gradually increase exposure. This can help reduce anxiety and make new foods less overwhelming.
  • Model healthy eating: Show your child how to enjoy a variety of foods by eating a balanced diet yourself.
  • Avoid forcing food: Allow your child to choose and explore foods at their own pace. Forcing them to eat can create negative associations with food.

Seek professional help

If you’re concerned about your child’s eating habits, consult with a feeding therapist. We can provide guidance and support.

Remember, feeding therapy is a collaborative process between parents, caregivers, and professionals. With patience, understanding, and the right strategies, you can help your child develop healthy eating habits and enjoy meals.

Would you like to know more about specific techniques or have any other questions about feeding therapy?

Please feel free to contact me.

Sonja McGeachie

Early Intervention Speech and Language Therapist

Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

The London Speech and Feeding Practice

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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Using AAC during play with your child
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Using AAC during play with your child

ByLondon Speech and Feeding

Playtime! It’s a magic time for exploration, learning, and connection.

If your child is struggling to use words with his/her mouth, we can always use a robust Augmentative and Alternative Communication (AAC) device to help find their words. We know that using such a device does never stop or delay children to speak with their mouths. On the contrary it helps, enormously!

Can playtime still be a blast? Absolutely! In fact, incorporating AAC into play can be a powerful way to boost communication skills, build confidence, and create a truly inclusive play experience. Here’s how to make it happen, with a focus on core words and core scripts for our GLP’s (the building blocks of communication used by everyone). In this video I am using the core word ‘IN’ and ‘MORE’.

The Magic of Core Words

Core words are the most frequently used words in everyday communication. They might be verbs like ‘want’, ‘more’, ‘go’, or ‘stop’, or adjectives like ‘happy’, ‘sad’, and ‘hot’. These words are the foundation for building sentences and expressing needs and desires. They’re perfect for children using AAC because they’re simple to understand and use.

Let’s Play! Here’s How

1. Choose Your AAC System

Many options exist! It could be a low-tech picture board with core words, such as the one you see pasted on my cabinet door in the background, or it can be a dedicated AAC app on your tablet. Here I am using the GRID app but I also love using others, such as LAMP Words for Life.

2. Make it Fun and Functional

No pressure! Integrate your AAC system seamlessly into your play routine. Here are some ideas:

  • Car/trains: Use core words to describe what the cars are doing: (‘down’, ‘go’, ‘stop’, ‘again’ ‘fast’ ‘slow’).
  • Dress-up: Use core words to choose clothes (‘want’, ‘hat’, ‘shoes’).
  • Tea Party: Use core words to ask for and share (‘more’, ‘juice’, ‘give’).
  • Building Blocks: Use core words to describe what you’re building (‘tall’, ‘big’, ‘house’).
  • Dolls/Stuffed Animals: Use core words to act out scenarios (‘sleep’, ‘eat’, ‘cry’).
  • Arts and Crafts: Use core words to describe colours (‘red’, ‘blue’), actions (‘draw’, ‘paint’), and feelings (‘happy’, ‘sad’).

If your child is a Gestalt Language Processor you will want to model meaningful, fun scripts instead of single words! As above, but use phrases:

  • Car/trains: Use scripts to describe what the cars are doing: (‘it’s going down’, ‘let’s go’, ‘make it stop’, ‘want it again’, ‘that was fast’, ‘it’s so slow’).
  • Dress-up: Use scripts to choose clothes (‘I’m gonna wear this’ ‘that’s a lovely hat’, ‘let’s choose shoes’).
  • Tea Party: Use scripts to ask for and share (‘I want more’, ‘more juice’, ‘give me this’).
  • Building Blocks: Use scripts to describe what you’re building (‘a tall one’, ‘that’s so big’, ‘it’s a house’).
  • Dolls/Stuffed Animals: Use scripts to act out scenarios (‘it’s time to sleep’, ‘let’s eat’, ‘he’s crying’).
  • Arts and Crafts: Use scripts to describe colours (‘a red crayon’), actions (‘let’s draw’, ‘I’m gonna paint’), and feelings (‘I’m happy’, ‘that’s so sad’).

3. Model, Model, Model

This is key! As you play, constantly model using your child’s AAC system.

  • Point to the picture or word or script you’re using.
  • Speak clearly and slowly while pointing.
  • When using core words for either Analytical or Gestalt Language Processors, try using good phrases. For example, instead of just saying ‘juice’, say, ‘you want more juice?’

4. Make it a Team Effort

Get everyone involved! Encourage siblings, grandparents, and caregivers to use the AAC system with your child during playtime. The more consistent the approach, the faster your child will learn and feel confident using their voice.

5. Celebrate Progress, Big and Small!

Every step counts! Acknowledge and celebrate your child’s efforts, whether it’s reaching for their AAC system or successfully using a core word. This positive reinforcement will keep them motivated.

Remember

  • Playtime should be fun, not stressful. Don’t force your child to use their AAC system. Let them lead the way and follow their interests.
  • Every child develops at their own pace. Celebrate your child’s unique communication journey.
  • Seek professional help when needed. Your SLT can provide tailored strategies and resources to support your child’s development.

By incorporating AAC and core words into playtime, you’re not just fostering communication; you’re creating a space for your child to thrive, explore, and build strong connections.

So, grab those toys, power up your AAC system, and get ready for a playtime adventure filled with fun, connection and, therefore, communication!

Don’t hesitate to contact me!

Sonja McGeachie

Early Intervention Speech and Language Therapist

Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

The London Speech and Feeding Practice

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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