Ask the adult about what words the child understands. Ask approximately how many words he thinks the child understands. Observe the child and adult in play or daily routines.
If the infant does not spontaneously do something that elicits a “no,” the adult can place a drink or other out-of-bounds item near the child to tempt him.
The infant hesitates and looks at the adult when told “no,” but may go for the object anyway.
Communicate to early childhood educators and parents the importance of singling out words and emphasizing the label for the object. Make sure the child is looking at the object as it is labeled. Holding the object near the adult’s mouth as the word is said may help the child connect the object name with the object (e.g., hold a ball near your mouth and say, “Ball,” then give it to the infant).
North Carolina Department of Public Instruction, 2015
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