There are many different routines that you do with your family on a weekly (or even daily) basis. Finding artful ways to turn your routines into language and listening activities can add intentional learning time without adding more to your plate. Here are some suggestions for ways to make routines more language rich at home. What other routines can you re-create?
Doing the Laundry – Prepositions (IN/OUT/UNDER)
Using your kiddo (or a stuffed animal) put them IN the basket and take them for a short ride! Tell your child “IN! You are IN the basket! Ready, set (pause), go!” Take your child out and say “OUT! OUT you go. You are OUT of the basket.” If you feel as though your child would like it, place the basket over them and say, “Look, You are UNDER the basket! Where is (name)? He/she is UNDER the basket!”
Bath Time – Concepts (BODY PARTS)
Life as a baby or toddler is quite messy! Bath time is an important part of your child’s daily routine. A fun concept you can reinforce during bath time names of body parts. Using a wash cloth or loofah you can label their body parts as you scrub! Turning it into a song can be a fun activity too! “Wash wash wash your TUMMY. Wash wash wash your TOES. Wash wash wash your EARS. Wash them ‘till they’re clean!” Repeat with various body parts.
Mealtime – Concepts (WET/DRY)
After a meal or snack your child is probably quite a mess! When wiping their face, grab an extra washcloth or napkin. Touch the wet washcloth to their face and say, “This is WET. Do you feel that? It is WET. Let’s wipe your face. Wipe, wipe, wipe.” Next bring the dry washcloth to their face and say, “This one is DRY. It’s a DRY washcloth.” Allow your child to explore both by holding and chewing on them!
Leaving the House/Getting in the Car – Recognizing Familiar Phrases
Getting ready to leave the house can be a wonderful language learning experience, and it’s something you do often! Use this time to target some familiar phrases. Pick a few phrases that you typically use each time you leave the house, and can make consistent. Here are some examples that you can try at home:
- “Time to go”
- “Where are your shoes?”
- “Get your coat”
- “Open the door”
Tips: First pair the phrase with visual cues/signs, “Where are your shoes?” (find shoes, show the child their shoes, sign “shoe.”) Then when your child is more familiar with the phrase, see if they can recognize the phrase without any visual cues. Present the phrase with auditory alone, “Where are your shoes?” Give them Wait Time. If they don’t show they are understanding, use Auditory Sandwiching to add in the visual cues.