RL.D.41 FOLLOWS TWO-WORD DIRECTIONS, CHOICE OF 4 OBJECTS AND 4 ACTIONS

In this activity, the child uses the same listening and responding skills she has been practising earlier in this sequence, but the range of options open to her is increased still further.

Assess and teach as for RL.D.40 giving a choice of 4 objects and using 4 action words.

Remembering and Extending

Once your child has mastered this skill, she has a sound basis for following simple one-step directions around the house. All the listening practice she has done so far in this sequence has been a preparation for following directions as part of her everyday life. Now you know that she can choose between a range of options on the basis of what you say to her. Round-the-house situations will, of course, present more distractions – there are hundreds of items in any room, not just 4. But if you stick to objects and actions which are familiar to your child, you can expect her to respond.

It is just as important as it was in the teaching sessions to gain your child’s attention first. If she goes off on the wrong track, or gets distracted, regain her attention and repeat the whole direction. Don’t step in with extra help unless you are sure that she really listened first.

Your directions need not now be confined to the 4 action words or objects you used to teach this skill. Indeed, one aim should be to increase the range of action words she knows. No need to stick rigidly to two-word phrases – longer phrases can be used as long as they have one central idea, and require only one action. You can try directions like ‘Give this to Daddy’, ‘Brush Dolly’s hair’, ‘Bring me your towel’, ‘Take that outside’, ‘’Wash your knees’.

Your child (boy or girl!) will now be ready to enjoy extended sessions of doll play with props such as tea-sets, real kitchen utensils, doll’s beds (or boxes) and grooming aids. This is one of the best ways to practise known action words, and teach new ones. You can practise identifying objects by their function (RL.C.46-48) at the same time, like this:

Parent: Monkey wants to eat.

Child: (no response)

Parent: What do we eat with?

Child:  (takes a spoon)

Parent: We eat with a spoon! Can Monkey eat?

Child: (feeds Monkey)

Parent: Mmm mm. He likes it. Now, wipe his face . . .

You could also try using imaginary props and miming actions.

Think about the action words you can teach with other toys too. You can use cars, buses and trains (push, go, stop), balls (throw, roll, bounce, kick), containers (open, shut, shake, push) and so on. Remember to build up to a choice of objects, as well as actions, with each new action word you teach.