Modelling gestalts during activities

How can we help children to learn more gestalts?

We can support children who are gestalt language processors (GLPs) by modelling phrases. We can do this during play and everyday activities together.

To increase the number of scripts a child knows, adults should:

• Model phrases that are functional. This means that they help children to communicate their important message.

• Model phrases that are flexible. This means that they can be used in lots of different situations.

• Model phrases that can be easily mitigated. This means they can be broken down and mixed up with other phrases. For example “I love jumping” and “more cake please” could be mitigated into “I love” and “cake” or “more” and “jumping”.

• Try to model phrases that start with words like “it’s…”, “let’s…”, “that’s” or “time to…”.

• Use engaging and interesting intonation. We know that our GLPs are intonation babies and that they are drawn to the way our voices go up and down.

• Have fun during natural interactions like playtime or bathtime.

• Think about what the child might want to communicate about. What are they interested in? Model gestalts that would be useful and relevant for them.

• Think about what reasons your child currently communicates about, for example:

  • to comment on what’s happening such as “that’s a big one”, “it’s stuck”

  • to ask for help such as “help me”

  • to protest such as “I don’t like it” “stop doing that”

  • to share joy such as “I love it”, “it’s my favourite”, “this is exciting” and “wanna have more?”

  • to talk about transitions such as “what’s next?”, “it’s finished”, “time for bath”

  • to model language for sensory experiences such as “tickle me”, “jumping time”

Remember to model scripts without expecting anything back. We are saying useful phrases but we are not ‘drilling’ them by overusing them. We are not expecting or insisting that your child repeats them after us.

Instead, we use fun activities and follow your child’s lead. Try to use engaging intonation to make the scripts more memorable.

It is important to note that you will not always be specifically modelling target phrases. The rest of the time, comment on what you and your child are doing. Avoid asking lots of questions. We know that GLP children find answering questions hard until they are in stage 4.

Examples of phrases to model

Some people prefer to think of sentence starters that they can model in lots of different situations. Other people find it useful to think about a specific activity and then think about what kind of phrases they might use in that activity. We have written examples for both so you can see which feels better for you.

Sentence Starters

Let’s…

• let’s go upstairs

• let’s go outside

• let’s go have a bath

• let’s change that nappy

• let’s eat

That’s…

• that’s enough

• that’s okay

• that’s amazing!

• that’s a dog

It’s…

• it’s yucky

• it’s dirty

• it’s fun

• it’s yummy

How about…

• how about a drink

• how about some help?

• how about a bath?

• how about lego?

What’s…

• what’s next?

• what’s for dinner?

• what’s happening?

It’s time to…

• it’s time to go

• it’s time to bath

• it’s time to tidy up

• it’s time to change that nappy

I love…

• I love it

• I love hugs

• I love jumping

Modelling gestalts in different play and activities

Ball run

• This is fun!

• I love it!

• Let’s do it again!

• It’s my turn!

• That’s so (fast, cool, funny)

• Have another go!

• Let’s find the balls

Toy animals

• It’s a (animal)

• That’s a (animal)

• Let’s feed the (animal)

• Time to (eat, run, sleep, climb)

• I’m (running, eating, sleeping)

• I’m (hungry, thirsty)

• It’s (yummy, yucky, fun)

• I (like it, don’t like it)

• It’s (big, little, cute, hungry, wet)

• Wanna (run, eat, sleep)?

• Let’s (open it, shut it)

• Sing: Old McDonald

Cars or Trains

• Let’s go (fast, slow, this way)

• It’s a (train, car, carriage)

• Oh no! It’s broken!

• Time to (go, drive, race)

• Let’s go!

• Let’s race!

• We’re (driving, racing, stopping)

• Wanna ride?

Tools

• Oh no!

• It’s broken

• Let’s fix it

• Let’s get the (tool)

• I’m fixing it

• Where’s the (tool)?

• Time to (smash, build, fix)

• It’s all done!

• I did it!

Playdough

• Let’s (roll, cut, squeeze) it

• It’s so (squishy, warm, smelly)

• It feels nice

• I’m making (sausages, peas, a face)

• I love playdough

Letters and numbers

• It’s a (letter or number)

• That’s a (letter or number)

• Let’s find a (letter or number)

• Let’s draw a (letter or number)

• Let’s count to (number)

• So many numbers! So many letters!

• I love (the alphabet or counting)

• Sing the alphabet song

Colours

• That’s a (blue, pink, yellow) one

• Let’s get a (red, orange, purple)

• We made a rainbow

• It’s so pretty

Jigsaws

• I like this one

• So many pieces

• Where is it?

• Here it is

• I found it

• We did it!

• It’s all done!

Bubbles

• I love bubbles!

• So many bubbles!

• This is fun

• It’s my turn

• Do it again

• Let’s pop more

Jumping on a trampoline or bed

• Time to jump

• I’m jumping or bouncing

• This is fun

• I’m so high

• I love jumping

• Let’s go (higher or faster)

On the swing

• Push me

• Let’s go (fast, slow, high)

• Time to swing

• Wanna swing?

• Big swing!

• This is fun

• I love the swing

• Let’s do it again

Getting dressed

• Time to get dressed

• Let’s get dressed

• Let’s get (trousers, top, jumper and so on)

• Time for (trousers, top, jumper and so on)

• What’s next?

• There’s the sock!

• I’m ready!

Getting ready to go outside

• It’s time to go

• Let’s go outside

• Gotta get (shoes, coat, hat)

• Let’s put shoes on

• Time for shoes

• I need help

• We’re ready

Bath time

• Time for a bath

• It’s too hot or cold

• It feels nice

• Let’s get clean

• Time to wash (body part)

• I’m splashing

• I love bubbles

• It’s so fun