Observe the child during daily activities, such as snack, with the adult.
No elicitation may be needed if the child is quite verbal. During snack or meals, the child is likely to use pronouns (“me do”), agents (“Mommy”), objects (“cracker”), recurrence (“more juice”), and disappearance (“all gone”). Elicit cessation by pouring cereal or another snack. Tell the child to say, “’Go’ for the adult to pour and “Stop’ when there is enough.”
The child uses basic parts of speech both individually and in combination to make statements, ask questions, and give directives.
Help early childhood educators and parents understand how the child’s language is growing by identifying the different parts of speech he is hearing. Give them ideas about how to expand usage by giving the child choices. For example, “Should I give one to him or her?” “Tell me when to stop.” “Do you want the spoon or the fork?” Giving choices helps reduce frustration as the child is learning new words. The child doesn’t need to generate the word he wants, but can recognize the word he needs to use to get the idea across.
North Carolina Department of Public Instruction, 2015
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