Preschool (Three to Five Years)

Three to Four Years Old

What should my child be able to do?

Hearing and Understanding Talking
  • Hears you when you call from another room.
  • Hears television or radio at the same loudness level as other family members.
  • Answers simple “who?”, “what?”, “where?”, and “why?” questions.
  • Talks about activities at school or at friends’ homes.
  • People outside of the family usually understand child’s speech.
  • Uses a lot of sentences that have 4 or more words.
  • Usually talks easily without repeating syllables or words.

What can I do to help?

  • Cut out pictures from old catalogs. Then make silly pictures by gluing parts of different pictures together in an improbable way. For example, glue a picture of a dog to the inside of a car as if the dog is driving. Help your child explain what is silly about the picture.
  • Sort pictures and items into categories, but increase the challenge by asking your child to point out the item that does not belong in a category. For example, a baby does not belong with a dog, cat and mouse. Tell your child that you agree with his or her answer because a baby is not an animal.
  • Expand vocabulary and the length of your child’ s utterances by reading, singing, talking about what you are doing and where you are going, and saying rhymes.
  • Read books that have a simple plot, and talk about the story line with your child. Help your child to retell the story or act it out with props and dress-up clothes. Tell him or her your favorite part of the story and ask for his or her favorite part.
  • Look at family pictures, and have your child explain what is happening in each one.
  • Work on comprehension skills by asking your child questions. Have him or her try to fool you with his or her own questions. Make this game playful by pretending that you have been fooled by some of his or her really hard questions.
  • Expand on social communication and storytelling skills by “acting out” typical scenarios (e.g., cooking food, going to sleep, or going to the doctor) with a dollhouse and its props. Do the same type of role-playing activity when playing dress-up. As always, ask your child to repeat what he or she has said if you do not understand it completely. This shows that what he or she says is important to you.

– See more at: http://www.asha.org/public/speech/development/34.htm#sthash.9fRcxjFV.dpuf

Four to Five Years Old

What should my child be able to do?

What should my child be able to do?

Hearing and Understanding Talking
  • Pays attention to a short story and answers simple questions about them.
  • Hears and understands most of what is said at home and in school.
  • Uses sentences that give lots of details (“The biggest peach is mine”).
  • Tells stories that stick to topic.
  • Communicates easily with other children and adults.
  • Says most sounds correctly except a few like  best online pharmacy to buy isotretinoin l, s, r, v, z, ch, sh, th.
  • Says rhyming words.
  • Names some letters and numbers.
  • Uses the same grammar as the rest of the family.

What can I do to help?

  • Talk about spatial relationships (first, middle, and last; right and left) and opposites (up and down, big and little).
  • Offer a description or clues and have your child identify what you are describing.
  • Work on forming and explaining categories (fruits, furniture, shapes).
  • Follow your child’s directions as she or he explains how to do something.
  • Give full attention to your child when he or she is speaking, and acknowledge, praise, and encourage him or her afterward. Before you speak to your child, be sure to get his or her undivided attention. Pause after speaking, allowing him or her to respond to what you have said.
  • Build on your child’ s vocabulary. Provide definitions for new words, and use them in context: “This  explanation vehicle is riding on the highway. It is a car. A bus is another kind of vehicle. So are a train and an airplane.”
  • Encourage your child to ask for an explanation if he or she does not understand what a word means.
  • Point out things that are the same or different. Play games incorporating these concepts that he or she will encounter later in the classroom in reading readiness.
  • Sort items into categories. Now try to sort them by pointing out more subtle differences between objects (e.g., rocks that are smooth vs. those that are rough, heavy vs. light, big vs. small). Again, have your child identify the object that does not belong in a given category, but now ask him or her to explain why the item does not belong.
  • Expand on social communication and narration skills (telling a story) by role-playing. Play house, doctor, and store using dialogue, props, and dress-up clothes. Do the same with a dollhouse and its props, acting out scenarios and making the dolls talk.
  • Read stories with easy-to-follow plots. Help your child predict what will happen next in the story. Act out the stories, and put on puppet shows of the stories. Have your child draw a picture of a scene from the story, or of a favorite part. You can do the same thing with videos and television shows, as these also have plots. Ask “wh” questions (who, what, when, where, or why) and monitor his or her response.
  • Expand on your child’ s comprehension and expressive language skills by playing “I Spy”: “I spy something round on the wall that you use to tell the time.” After your child guesses what you have described, have him or her give you clues about something that he or she sees.
  • Give your child two-step directions (e.g., “Get your coat from the closet and put it on”). Encourage your child to give directions to explain how he or she has done something. For example, ask your child to explain how he made a structure out of Lego blocks. When playing doctor, ask your child to explain what she did to give the baby a checkup. Draw a picture, and write down your child’s story as he or she tells it. Your child will soon grasp the power of storytelling and written language.
  • Play age-appropriate board games with your child (e.g., “Candyland” or “Chutes and Ladders”).
  • Have your child help you plan and discuss daily activities. For example, have him or her make a shopping list for the grocery store, or help you plan his or her birthday party. Ask his or her opinion: “What do you think your cousin would like for his birthday? What kind of fruit do we need to buy at the store?”

– See more at: http://www.asha.org/public/speech/development/45/#sthash.m4yxaacU.dpuf

 

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