RL.C.44 POINTS TO SELF WHEN ASKED ‘WHERE’S .. .?’

From babyhood, children respond when they hear their own names. Yet the ability to point to themselves when asked ‘Where’s . . .?’ comes much later. In the early stages, the name functions as a signal to the child that her attention is required – that something is happening in which she is involved. This is rather different from seeing oneself as a separate entity that can be defined by a name. Psychologists tell us that very young children do not see the clear distinction between ‘self’ and other that we perceive as adults.

Nevertheless, your child may have attained this skill at an earlier developmental level if you have been emphasising names – her own and others. RL.B. 19 describes a game where the child learns to attend to names and to seek out the named person.

How to Assess

Method: Choose a situation in which there is at least one other person present, besides you and your child. Say ‘Where’s …?’ Refer to all those present, and include your child’s name 3 times.

Score plus if your child points to herself in at least 2 of the 3 tries.

How to Teach

You can ask this question anytime, anywhere. There should be no need to set special time aside.

If your child does not respond, take her hand and help her to point to herself – ‘Here’s Kylie’.

If your child attends playgroup, perhaps each session could begin with a name-recognition game, such as this one:

Where oh where is sweet little Kylie?

Who knows where she is?

‘Here she is. Here’s Kylie.’

Remembering and Extending

Here are some ways to extend this exercise:

• Try playing this game in the mirror, with 2 or more faces grouped together. Is there a mirror at child level in her room?
• Does your child point herself out in photographs?
• Write your child’s name on her artwork and other possessions: ‘This is Kylie’s painting. It’s yours. You did this lovely painting!’