RL.D.29 GIVEN 1 OBJECT, CARRIES OUT 2 DIFFERENT ACTIONS WHEN ASKED

The emphasis in this sequence is on action words. The meaning of action words can be highlighted by performing different actions with the same object. When you give your child directions using this object, one word of your direction (the name of the object) will remain the same, but the other word (the action word) will change. To follow your directions, your child must listen for, and respond to, the key word within your phrase.

Think first about the action words that are, or will be, part of your child’s play and other daily activities. Think about words she is likely to want to use herself. There are no set rules about what such actions words should be, but from a practical point of view they must have meanings that she can demonstrate, either through her own movements or with toys.

At Macquarie, the teachers often choose to use dolls and animal toys in this exercise and those that follow. The actions taught can then be the sorts of things that dolls and animals can do – at least within the imagination of a child. Actions used frequently include ‘kiss’, ‘jump’, ‘pat’, ‘sleep’ and ‘sit’.

This approach has 3 advantages. First, teaching can take place with small toys at a table, or larger ones during imaginative play. Second, many children are able to demonstrate such actions themselves, with their own bodies. Third, such action words reflect important aspects of the child’s daily life – aspects that she will want to talk about.

If this approach does not work for you (perhaps because your child does not like dolls or cuddly toys), you can use action words that can be carried out with any objects (cars, blocks, spoons, etc.) such as ‘blow’, ‘give’, ‘point’ and ‘push’. But dolls are so useful as teaching aids, and in the development of imaginative play, that it is worth spending time helping your child to enjoy them. This applies to boys just as much as to girls!

To begin with, just 2 action words are chosen. At Macquarie, the teachers and parents usually choose 2 from ‘kiss’, ‘jump’, ‘pat’ and ‘cuddle’.

How to Assess

Materials: One object – usually a doll or cuddly toy (see notes above).

Method: Choose 2 action words that you expect your child to know. Let’s say you choose ‘kiss’ and ‘jump’. Say to your child ‘Kiss Dolly’. Once she has responded, say ‘Jump Dolly’. Then say ‘Jump Dolly’ again. Continue until you have used each action word 3 times in a random order.

Score plus if your child performs the specified action with the doll or other object, at least twice for each action.

How to Teach

Choose actions that you expect your child to enjoy. Teach by demonstration, together with verbal information: ‘Look, I can jump Dolly. Jump, jump. You jump Dolly.’ Give physical help if necessary, phasing it out as soon as possible.

Once your child is imitating you readily, try giving just the direction, without a demonstration, and use demonstrations only if errors are made.

It is very important that your child is listening and attending during these teaching sessions. Once you are sure that your child does know the word, respond to errors by saying ‘Listen carefully .. . JUMP Dolly’.

Follow the same procedure for the other action words that you are teaching, alternating them in a random order.

Vary the objects that you use, so that your child does not learn that jumping, kissing or whatever is an action that applies only to a particular toy.

Playtime and Round-the-house Activities

Practise at playtime with all kinds of toys. You and your child can do the actions too. Look for opportunities to discuss the actions you are teaching whenever they arise in picture books, when watching other children play, on television or wherever!

Remembering and Extending

Go straight on to RL.D.30.