Stages of Communication

We communicate in many different ways. Communication begins with interaction

but it is important before we get to this stage that there is trust and a
relationship with the child. This is why for the first week we have a
Getting to Know You session. Building a bank of what the child’s fascinations and
interests is very important to form connections.

There are 6 stages of communication that range from 0 – 5 years.

Stage 1: Discoverer – babbling, beginning to produce a variety of sounds, body movements.

Stage 2: Communicator – using gaze, facial expression, sounds & gestures
Stage 3: First Words User – using single words
Stage 4: Combiner – burst in vocabulary & begins to combine words, taking turns
Stage 5: Early Sentence User – progress to using two-word combinations, 5 word sentences
Stage 6: Later Sentence User – using longer complex sentences & can hold conversations.

It is very important for children to have interactions with peers and adults throughout the
session.

Long before a baby can talk they communicate through crying. Getting to know your child
and understanding what those cries mean helps parents accept that this is your child’s
primary form of communication.

Why is communication so important?

Human beings communicate in many different ways like listening, speaking,
gesturing, reading, and writing. Communication skills help children to learn, form
social relationships, express feelings, and participate in everyday activities.

When they cannot communicate or find it challenging, it can lead to frustration and
different forms of behaviour. When thinking about behaviour we must always remember
that all behaviour is a form of communication. What is the child trying to tell us?
Next Steps
 Allow your child to lead, Adapt to share the moment, Add new experiences
 Use Tuned–in-parenting techniques. This means does your child need YOU to be the helper,
teacher, do they need a break, are YOU the mover. The more time you can be the tuned in
parent, the happier your child will be.
 Allowing your child to lead means taking a moment to Observe, Wait and Listen. First,
figure out what your child wants, then it is easier to follow their lead, later take turns in your
game, look to see if they are watching and then introduce some simple words.

Melanie Keig PSAC Specialist SEN Teacher

Adapted from the Hanen programme: Learning Language and Loving It by Elaine Weitzman & Janice Greenberg
YOU make a Difference by Ayala Manolson It Takes Two to Talk by Jan Pepper & Elaine Weitzman
NHS Forth Valley Visual Supports
 Magical Music
Most children love music! Singing their favourite songs or playing their favourite music can be very
powerful and also a language learning tool. It helps to build connections with children and is one of
the best ways to get an interaction going.

Call and response is also another great way of promoting communication and anticipation. Remember
to Observe while engaging in your musical moment,
Wait for your child to respond and then Listen and respond.
Taking Turns
 Sing together and your child will start watching and looking at your face.
 They may recognise familiar songs. Look for an expression change when you start to sing or
play a piece of music.
Actions and Movement
 Use actions, signing or dancing when singing or playing a piece of music.
 Children naturally want to move especially when listening to music.
Copy Cat Games
 While you sing to your child, stop at crucial parts of the song and wait… look for a response
from your child. For example, “If You’re Happy and you know it clap your….”

SPARK an Interaction with a Musical Routine

S –Start your musical routine the same way each time. Row Your Boat starts by sitting on the floor
P – Plan your child’s go! At different times of the song let your child lead the song.
A –Adjust the routine to create opportunities. Slow down and pause. Wait for your child to take their turn.
R – Repeat the song, words, actions or musical experience again and again.
K – Keep the routine going. At the end of each musical moment, pause and wait to see if your child wants to do
it again. Follow their lead.

Highlight the language of the songs or rhymes. You can use puppets or toys as objects as reference, use
picture cards or actions to reinforce language. For example, Head, Shoulders.. to teach body parts.
Make up songs with your child and build into your daily routines, for example ‘Where’s your shoes?’ to the
tune of Frere Jacques.

Stage 1:Music for Discoverers – use rhythm & movement when singing. Bouncing & tickling.
Stage 2: Music for Communicators – using actions alongside songs. Fill in the missing word or action.
Stage 3: Music for First Words Users – promote asking for songs. Ask for music to continue.
Stage 4: Music for Combiners – may sing some repetitive parts of the song and use in pretend play.
Stage 5: Music for Early Sentence User – child takes turns, may say ‘more bus’ and may sing to themselves.

Melanie Keig PSAC Specialist SEN Teacher

Adapted from the Hanen programme: Learning Language and Loving It by Elaine Weitzman & Janice Greenberg
YOU make a Difference by Ayala Manolson It Takes Two to Talk by Jan Pepper & Elaine Weitzman
NHS Forth Valley Visual Supports
 Powerful Play
Playing with your child is very powerful. By playing together a child is learning how to interact, take turns,
learn social cues and also is a positive language learning tool. Playing helps a child problem solve and be
creative. Having fun together creates positive relationships and a connection. This is the real power of play
and one that can last a lifetime.
Types of Play
There are 3 main stages of play development.
Functional Play: explores toys and objects repetitively by banging, shaking, pulling etc. May fill up containers and then
empty them. Flicking a switch non/off on a light up toy. Pushing a toy car back and forth. Also physical play such as
throwing, running and jumping. Using toys or objects for their intended purpose.
Constructive Play: constructing something with a plan in mind like building a tower or a bridge. They may enjoy knocking
it down. Children may be developing their language skills or signing at this stage.
Pretend Play: make believe play like Peppa Pig is going to bed or the horse is going to the forest. Children do this when
they discover that one thing can stand for another. Children start by pretending real life activities.

Having Fun!
Play can be in the moment but having activities ready and organised helps to focus on
What you want your child to learn.
 Have fun together
 Use SPARK interaction
S –Start your routine the same way each time.
P – Plan your child’s go!
A –Adjust the routine to create opportunities.
R – Repeat experiences.
K – Keep the routine going.
 Go with the flow! If your child is not at the stage of playing with toys just follow their lead. If they
want to push blocks under a chair – that’s ok, just get involved!

Taking Turns
If your child doesn’t include you in their play and follows their own agenda, that’s ok we just find new ways to
create interactions.
 Find out what really motivates you child, having a highly motivating toy or object like a light up toy or
bubbles can work well.
 Use the language, ‘My turn, Your turn.’ Or wait for eye contact and say – ‘Again..?’ when they look at
you.
 Keep language simple and short.

Amazing Anticipation
Using anticipation is a very powerful intensive interaction technique when you’re playing with your child.
If your child is not yet talking this can be the first step in encouraging communication skills.
Again, use highly motivating objects and toys that your child really enjoys.
 Use ‘Ready, Steady ….’ And wait for a look or movement, gesture or even language for your child to
signify ‘Go!’

Melanie Keig PSAC Specialist SEN Teacher

Adapted from the Hanen programme: Learning Language and Loving It by Elaine Weitzman & Janice Greenberg
YOU make a Difference by Ayala Manolson It Takes Two to Talk by Jan Pepper & Elaine Weitzman
NHS Forth Valley Visual Supports
 The B.E.A.R.S Club
Beginning to play, Early strategies, Aspiring language, Relationships,
Supporting communication

The BEARS club is a group to support carers, preschool children and

tots run by specialist staff at the Pre School Assessment Centre based
in a local setting.

The sessions support children in their first stages of development and

work closely on positive interactions. The main focus of the sessions
will be communication based, understanding language and play
techniques to focus attention.

They are supportive play sessions and staff model play techniques that
promote positive communication.

The sessions are on a Wednesday afternoon from 1:30pm – 3pm and

will be running for a duration of 6/8 weeks. Carers stay with their child
and have an opportunity to discuss their child’s communication and
ways to develop this.

We look forward to you and your child joining us in the BEARS Club.

Importance of Visuals
Melanie Keig PSAC Specialist SEN Teacher
Adapted from the Hanen programme: Learning Language and Loving It by Elaine Weitzman & Janice Greenberg
YOU make a Difference by Ayala Manolson It Takes Two to Talk by Jan Pepper & Elaine Weitzman
NHS Forth Valley Visual Supports
 Visual supports and visual schedules give children visual information that they can look at as often
as they need to. Visuals do not always have to be pictures or photographs they can also be signs or
objects. Using visuals alongside language is proven to be a successful tool in learning language and
communicating.
Types of Visuals
There are a number of types of visual supports and children do not understand all types straight
away. Children’s understanding of visuals develops in the following order:

1. Real Objects
2. Small World Objects
3. Photographs
4. Pictures/Symbols /PECS
5. Black and White Line Drawings
6. Words
7. Phrases
8. Sentences
For a visual to be effective, it is important to think about why a child needs them and what type
of visual needs to be in place.

Visuals Stay - When thinking about the power of visuals you can remember that visuals stay –
words fly away!

Top Tips for Using Visuals

 Introduce the visual.

 Think about when and where you will be using the visual.
 If you are using objects they need to be meaningful and motivating for the pupil. You can start to use
photos/pictures alongside the object to support your child.
 Be consistent in your use of visuals: children need to see visuals lots of times to begin to understand
their use
 Where is the visual? Make sure the visuals are clearly visible for the pupil
 Make them accessible for everyone supporting the pupil e.g. have a specific area for keeping
objects/symbols and make sure everyone knows where it is. Having a book/folder to keep them in also
works well.
 Tricky Transitions

Some children find moving from one activity to another very tricky. There are some ways we can
support children to do this.
 Use the finished visual with your child, and ensure that when the activity
is finished, the object
or symbol is no longer be visible, as the pupil should associate it with
finishing only.
 Use visuals with a first/then board. Ensure the ‘first’ activity is
something you want your child to do followed by a highly motivating toy,
object or activity.

Melanie Keig PSAC Specialist SEN Teacher

Adapted from the Hanen programme: Learning Language and Loving It by Elaine Weitzman & Janice Greenberg
YOU make a Difference by Ayala Manolson It Takes Two to Talk by Jan Pepper & Elaine Weitzman
NHS Forth Valley Visual Supports
 Intensive Interactions
Intensive interaction teaches the fundamentals of communication. This is things like eye
contact, looking, listening, vocalising, taking turns and facial expressions. Also we think
about personal space and enjoying being with other people.

Intensive Interaction techniques:

Sharing personal space - share space in a mutually acceptable way e.g. somehow lying, sitting,
standing or even moving together
Vocal echoing - Echoing some aspect of a person’s sounds or speech
Behavioural mirroring - Mirroring some aspect of a person’s posture, movements or behaviour
can be socially acknowledging
Physical contact - Sensitive, sociable physical contact can sometimes promote mutual trust and
sociability e.g. holding, squeezing or clapping hands together; hand-over-hand games
Exchanging facial expressions - Using clear and sustained facial expressions
Joint focus activity - This is when both people focus their attention on the same object or
activity
Turn taking - Turn taking involves two people intentionally sequencing their actions in some way
Using ‘running commentaries’ - use of a positive ‘running commentary’ on someone’s actions
can provide a socialising element to an engagement e.g. using limited language to describe a person’s
activity e.g. “wow, great, yeah...”, “I can see you looking...”, “from me to you...” etc.

Attention Bucket
Having a bucket filled with exciting and engaging toys
Can be used to focus attention and helps to
share gained attention.

Stage 1: Attention Grabber

Sing ‘ There is something in the bucket ‘ to the tune of
Drunken Sailor. Tap the lid as you sing.

Stage 2: Attention Builder

Take one toy out each time and play with it.
Make it exciting and stimulating! If your child wants to grab each toy, you can say ‘Just Looking!’
Have another adult to support as you do this and guide your child back .

Stage 3: Turn Taking

The adult leader demonstrates a simple activity. Invite your child to have a turn but only if they are
comfortable to do so. If your child wants to grab each toy, you can now say, ‘My turn, your turn.’

Melanie Keig PSAC Specialist SEN Teacher

Adapted from the Hanen programme: Learning Language and Loving It by Elaine Weitzman & Janice Greenberg
YOU make a Difference by Ayala Manolson It Takes Two to Talk by Jan Pepper & Elaine Weitzman
NHS Forth Valley Visual Supports