Observe the child in daily routines or in play with the adult. Watch eye gaze and gestures, and listen to the words used.
No elicitation needed.
As the adult communicates about what is happening, the child looks at, gestures toward or names the object under discussion.
Children now understand that things have names. They are learning new words each day. Early childhood educators and parents can now emphasize action words when reading books or talking to children about what is happening in the environment. For instance, instead of emphasizing “doggie,” when he sees a dog, the adult can say, “The doggie is barking.”
North Carolina Department of Public Instruction, 2015
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