General strategies for gestalt language processors

Here are some strategies that we can use for all gestalt language processors (GLPs). You can use for them for GLP children at any stage.

Affirm what your child is saying, even if you do not understand

Some children might use a string of language that we cannot understand, but that seems to mean something to them. It probably does mean something! It is important that we give children the message that what they say matters. For example you might say “yeah!” or “I know!”, to show the child you are listening to them.

Do the detective work and work out what might the gestalt mean

A child might use a phrase that seems out of context to us. That child might actually be using it to show a link between something. For example, they might say “It’s too hot!” when you stop them trying to run out across a road. They might be:

• showing us that they understand it was dangerous
• using words they have learnt from another dangerous situation, even though they are not literal

If we can do the detective work and find out where a phrase has come from, it can help us understand what a child means.

You can find out more information about doing the detective work.

Language modelling at the right stage for a child

We will need to model language in different ways for GLPs at different stages. This helps develop their communication and language in the right way at the right time. You can learn more about the different stages, and what support to offer your child, here:

• Stages 1 and 2

• Stages 3 and 4

Follow your child’s lead and interests

Let interaction go where the child wants it to go!

Children learn language best when they are focussed on what interests them. When we enter a child’s world of play, we join in with their interest and what is motivating for them. You might hear this called ‘following your child’s lead’ or ‘being child-led’. It means letting go of our plans or ideas for how we think play ‘should’ look.

Children might not use toys, or objects, in the way that we expect. Your child might want to empty a packet of feathers on their head, or hide under a sheet, or line up cars, or twiddle a pencil. This is all fine!

As grown-ups, it can be a challenge to let go of our plan for play, but it can also be a lot of fun! Try these ideas:

• Wait and watch what your child does before you join in. Give them time to play in their way and notice whether they make any sounds, actions or gestures.

• Get on the same level with your child, so you can see what they are interested in. This might be lying on the floor with them, or sitting opposite them or next to them.

• Try not to ask too many questions or suggestions. Instead, make some comments about what your child is doing using playful language.

• Do what your child does. If they like pushing trains up and down, get another train and do the same thing. It can help to have 2 similar toys, so your child does not have to share with you if they do not want to. Copy your child’s actions. This shows them that you think what they are doing is worthwhile. Some children might prefer you to sit back, rather than join in with them. This is fine too, you can focus on modelling language instead.

For more information about child led play, please see this resource from Hanen.

Use a sing-song voice and lots of intonation

GLP children often learn language well by how it sounds, through the intonation or sound pattern of the words. This includes songs.

Using more intonation or a sing song voice, can help make language sound more appealing to your child. You could make up songs for activities that happen every day, such as brushing teeth, or walking to school. You might hear these called ‘transition songs’ or ‘signature songs’.

‘Playtime with Tor’ on YouTube has lots of video ideas for how to use song in everyday routines to model language.

Model language using ‘I’ or ‘we’

GLP children learn language by copying what they have heard other people say. We would usually say things like “Emily is hungry” or “do you want an apple?” to children. GLP children will often repeat this to us, repeating “do you want an apple?” when they themselves are hungry. They will not learn to use grammar and pronouns (such as I, we, you, he) until later on.

Model language using ‘I’ and ‘we’ instead of ‘you’ and their name.

You could try to:

• model language from your child’s perspective (how they would say it themselves), such as “I love cake”
• model language from a joint perspective (you and the child together), such as “we need a break” and “let’s do it again”

This will sound more natural if they copy it, and make it easier for other people to understand what they mean. This could be “I’m hungry”, ‘Time to get a snack’, or ‘Let’s get something to eat’

Model phrases they can ‘mitigate’ later on

GLP children need to learn lots of different phrases or chunks of language at first. This helps them get ready for the next stage of GLP (stage 2, mitigating). This means we need to model phrases that start or end in lots of different ways. Later on, this will help them learn how to ‘mix and match’ these phrases. For more information about this, please see Stage 2.

Model language that gives different reasons for communicating

We all communicate for lots of different reasons. When we model language for GLPs, we need to model language to help them communicate for different reasons. Here are some examples:

• Commenting such as “Look at that!”

• Talking about feelings such as “I’m so tired”

• Asking for things such as “let’s have a snack”

• Saying no such as “I don’t want to”

• Complaining such as “that’s not nice

• Talking about transitions such as “it’s time for bed”

Please see here for more information about different reasons that we communicate.

 Use movement and sensory-motor experiences to make language stick

Physical movement and sensory experiences help children regulate and feel ready to interact. This is really important when we are focussing on language and communication too. Movement and sensory experiences also provide fun opportunities for learning language! This might include:

• Swings or the slide at the park

• Building a ‘den’ out of cushions and blankets at home

• Dancing with your child

• Making an obstacle course at home or in the garden

• Going for a walk

• Playing with balls

• Squishy, squeezy or stretchy toys

• Climbing trees

• Water play in the bath

• Actions songs such as ‘Row your Boat’ or ‘Incy Wincy Spider’

Try including some of these activities in play. Remember to use language to talk about them at the right stage for your child, such as “it’s so stretchy!”, “Let’s dance”, “This is fun!” or “we’re gonna sing”.

You can learn more about sensory processing from our Sensory Service pages here.

Use silence

We do not need to talk all the time! When we wait and watch for what our child does or says, it gives them more space and opportunities to communicate with us.

Sometimes children need longer to think about what they are going to say. When we are quieter and wait for them, it gives them the chance to do this. It can take practice to get used to this and might feel uncomfortable at first! Try counting in your head to 10 or 20 seconds before you say something. Notice whether this makes any difference to your child.

Sometimes, children can get used to being prompted a lot, being told what to say or do. They might need us to practice being quiet for longer, while they take time to choose what they do or say.