Tag Archives: language

TED 2011 – The Birth of a Word

My absolute favorite talk from this year’s TED Conference was given by MIT researcher Deb Roy, and I’m thrilled it’s just been posted!
Deb roy 300x199 TED 2011   The Birth of a Word

Roy wanted to understand how children learn language in order to build robots than learn in the same way – and what better test subject than his newborn son!? To understand his son’s acquisition of language, Roy set out to capture every word the baby and his caregivers spoke and record the environment and events around which these utterances occurred. He wired his house with cameras and microphones, resulting in 200 terabytes (90,000 hours!) of audio/video data, or “the largest home video collection ever made!”

Roy gave special recognition to his grad students during his talk, and I can imagine the gratitude was well-deserved after the months of footage they waded through!

All learners can shine through play

I am thrilled to share the following guest post by Pia Prenevost!  In her blog The Crack and the Light, Pia shares her journey raising her son Jonathan who struggles with a severe speech/language disorder.

Teaching J-man To Play

Adorable. That defines my son J-man, with big blue eyes and those lashes that cosmetic companies would kill to be able to produce. He has an easygoing personality and is remarkably bright, especially when you consider that J-man has a severe speech/language delay. He is 3 ½ years old, and his language tests at about 16-18 months old. We have had him in some type of early intervention/speech therapy since he was about 15 months old. His disabilities are unusual. He does not fit into a typical Autism Spectrum diagnosis, but his speech/language disorder is severe and has impacted his ability to both understand the world and to communicate with it.

Wickedsmart 235x300 All learners can shine through play

Early on in our journey, I learned about Stanley Greenspan’s DIR/Floortime model. The Floortime model advocates meeting the child where they are at developmentally and entering their world to play. This style of play allows the building of relationships to occur, thus furthering communication and interaction. For children with significant language issues, this relationship building is incredibly important. It is also remarkably difficult for a parent. Often, these children have their own agenda. Some children on ‘the spectrum’ are withdrawn from the world, exhibiting real difficulty engaging and interacting with others. Other children with language disorders, like my son Jonathan, may have real interest in interacting and playing with others, but do not have the language skills to do so. Many times they become disengaged from others simply because of the communication barriers in place.

Our approach to play with Jonathan has therefore been very focused on meeting him where he is at developmentally. Note, not chronologically….developmentally. It can be a struggle (especially for others) to recognize that although he looks like a three year old… and at times acts like a three year old… his language is not there yet. And his play behavior follows suit.

100 11671 300x225 All learners can shine through play

J-man is also what I call an “extreme” visual-spatial learner and problem solver. He can do 40-50 piece interlocking puzzles. He amazed us last month with the recitation of his ABCs by identifying them on a piece of playground equipment without ever learning them from us (no doubt Sesame Street and Super Why helped). At 2 ½ years old and within one month, he went from having no words or signs to having over 40 signs, just from watching the newly acquired Signing Time videos. He constantly amazes us with his ability to learn an activity and tasks just from watching others do it, or purely through his own exploration.

Many of the toys and games we have provided J-man focus on capitalizing on these “hidden talents” while (hopefully) encouraging the acquisition of language. We have found that the most effective way to encourage learning and play is by letting him take the lead, and modeling in those moments little bits of language and communication. At times, this can be a struggle. J-man certainly prefers things to be his way. Indeed, we have often been mournfully aware that we are creating a little ‘prince’. He needs to feel successful and in control to be engaged and willing to learn, and I work hard to discover new toys and games to peek his interest. Hopefully, providing these new play opportunities will push J-man to use or try new language skills.

Some guidelines I try and live by:

1. Think outside “the box.” Recently I purchased the game Zingo! Zingo! is tagged ‘Bingo with a Zing’, and consists of a series of pieces with words/pictures and associated bingo cards. There is a plastic machine that allows you to distribute the tiles by sliding it back and forth.

Here is J-Man with Zingo! in action:

While this game is meant for older children, or children with significantly more sophisticated language skills than my boy, this game does have numerous features he loves. He loves the pieces, with the words and pictures on them. He loves matching them to the cards. He loved figuring out the machine and sliding it back and forth to get out the pieces. Each of these features capitalizes on his visual-spacial skills and his awesome problem solving abilities. However, I get to ‘backdoor’ in some language. He is exposed to words and picture associations. I label, label, label…each game tile, each action.

He engages with me, needing my help and assistance to get the game going. We practice turn-taking and following simple directions. And as he grows, this game will grow with him, as I find new and inventive ways to keep him engaged.  Thinking outside of the game or toy’s original intent, and using it in new and creative ways, is important. It is also important to allow the child to just explore the game and come up with their own “story.”

2. Respect where they are at and don’t expect more than that…Today. Many a time I have been sad or frustrated that J-man doesn’t play with toys the way he is ‘suppose’ to, or the his peers play with them. However, when I remember where he is at developmentally, I realize he really is doing exactly what he needs to be doing right now. If I expected J-man to have sophisticated imaginative play right now, I am not honoring his current language development. Indeed, his imaginative play is just now starting to emerge, and it is thrilling to see.

We have loaded the house with action figures (Buzz Lightyear and Woody, anyone?!?), trains, cars, dollhouses and dress up clothes, and he is embracing this play with gusto. But he needed to do it in his own time and in his own way. He loves puzzles, problem solving toys and games, and is very intent in figuring these things out by himself. If I interrupt his play with a new, interesting toy, I will invariably get the cold shoulder. I could worry… be concerned about his ability to engage in joint attention and reciprocal play. I am not. I know him, and I recognize his intense desire to work these problems out on his own. Once he has, there is room for me in his play. Sometimes I think that the intensity he needs to engage in that new, exciting, problem solving toy is at odds with the focus needed to include me and my language filled agenda in the action. So if I step back, allow him space and quiet, I can be part of the action without interrupting the flow.

3. The play is the thing! Shakespeare was right. In the end, it really isn’t about ‘teaching’ or ‘therapy’. While toys and games can be used therapeutically, that is not their purpose either. For us, it is about having fun. Without fun, no learning would ever really take place. Focus too much on the goal of learning, and not just enjoyment of life, and we lose him. However, get his spark through fun and play, and he learns in spite of us.

Raising a child with a disability is hard. It requires more energy and commitment than anybody can imagine. It is incredibly difficult to balance the intense desire to help your child, to give your child every opportunity, and the desire to just have a normal parenting life. I made the decision some time ago that I am J-man’s mommy first, everything else second. So I think about what will help him learn, what will further his ‘therapeutic goals’, but I don’t let it be the center of our universe. We are all happier as a result.

In addition to writing the blog The Crack and the Light, Pia Prenevost works as a NICU nurse, dabbles in writing, and is the completely smitten mother of the J-man.

The power of play to reveal and strengthen a child’s cognitive abilities is incredible… what have you learned about your child by watching him/her play?  What guidelines or tips have you discovered to help support his/her learning through play?  Please share!

5 Rules For Evaluating So-Called Educational Toys

The following post is by Wendy Smolen.  Wendy is a regular guest blogger at Toy Whimsy and co-founder of Sandbox Summit®, a series of conferences that explore the synergy between play and technology.

The ABC’s of Educational Toys

abcs 300x225 5 Rules For Evaluating So Called Educational ToysIt’s almost unavoidable. Every toy in your toddler’s playroom, from cell phone-shaped rattles to push toys to stacking blocks and caterpillars, seems to be decked out with alphabets. Is this part of our obsession to make kids smarter, faster, sooner? Should you specifically look for toys with ABCs? Or should you leave them on the shelf?

I talked to experts Kathy Hirsh-Pasek, Ph.D., Stanley and Debra Lefkowitz Professor in the Department of Psychology at Temple University and author of Einstein Never Used Flashcards: How Children Really Learn and Why They Need to Play More and Memorize Less (Rodale Books) and Dr. Alice Wilder, Ed.D., Chief Content Officer for Kidos, Co-Creator of Think It Ink It Publishing, and Co-Creator and Head of Research and Education for the PBS show Super Why!

Based on their insights, here are 5 basic rules to educate yourself about so-called educational toys.

1.Having the alphabet on a toy doesn’t automatically make it educational.
PLAY IS HOW KIDS LEARN. Do I need to say it louder? Every toy has a purpose. A ball, a drum, a stuffed animal, a picture puzzle — they all teach. Sharing, cause and effect, nurturing, motor skills, spatial arrangement– these are the childhood basics. Whether a ball has the alphabet written on it or the teddy bear recites a poem is secondary to the play value of the toy itself. As kids age, alphabet recognition becomes more important as a pre-reading skill, but it should be fun, not work. And you should know what’s realistic for a kid to learn at each age and stage of development. “Children don’t really need to master letter recognition and letter/sound connections until kindergarten,” explains Dr. Wilder.  “Having said that, surrounding children with books and words, playing with words and letters through games, songs, oral storytelling, and writing to communicate messages will all build the foundation for pre-reading. Preschooler’s toys should stimulate their curiosity and imaginations to explore the world and draw connections so what they are playing becomes a richer, deeper learning experience.”

2. A “pretend computer” with a qwerty keyboard is not necessarily better– or worse — than an alphabetical keyboard.
I’m all for tech preparedness. Kids in the 21st century need to know how to master the technology that makes up their world. I guarantee kids will see and recognize qwerty keyboards long before they’re able to start texting. But when they are first learning letters and sounds, an alphabetical keyboard may have some advantages over a qwerty. “There isn’t a lot of research on qwerty keyboards, “ explains Dr. Hirsh-Pasek. “Since young kids initially learn their letters in order, both by seeing them and singing them, an alphabetized keyboard at first seems more logical.  Once kids recognize the letters, followed by the sounds they make, using a qwerty keyboard presents a realistic challenge. Then you can encourage them to, ‘find an A,’ which isn’t at the beginning of the keyboard. Think of an alphabetical keyboard as level one, a qwerty as level 3. It’s all about readiness.”

Dr. Wilder believes that young kids will be able to adapt their knowledge to a new way of presenting information without much difficulty and learning in the context of real life objects or technology makes a lot of sense.   “Learning the order of the alphabet is less important than knowing each letter, the sounds each letter makes and the fact that letters come together to make words that have meaning. The way that I see it is that I know how smart children are and they can learn anything if given an appropriate context and motivation.”

Bottom line: you need to know your own child’s level. As adults, our “toys” have both types of keyboards: alphabetizing on phones; qwerty on computers. Somehow, we’ve been able to adapt. Our kids will too.

3. Don’t expect a one-year-old to read.
“It all depends on how one defines “read,” laughs Dr. Wilder. “Children are learning literacy from the day they are born. Before they know and can understand language they can ‘read’ body language, tone of voice, and they begin to associate symbols for things that they want or need and respond accordingly.”

Learning the alphabet and letter/sound correspondences are certainly key steps every child needs to master to learn to read. Making the connection between letters and words is another critical leap. However, kids do this everyday by observing the world around them. Sitting on your lap while you read a book, riding in a car and seeing road signs and bill boards, recognizing a McDonald’s logo—these are all ways kids prep to read.

“Encouraging strong language skills is one of the most important lessons you can teach your young child,” stresses Dr. Hirsh-Pasek.  Reading, telling a story, or carrying on a narrative about what you’re doing are the most natural ways to do this. One-year-olds may love to look at books and turn pages, but very, very, few can actually read “words.”

4. Any toy that sings the ABCs is good.
“Singing songs, understanding the words sung in a song, and associating the words with meaning are the important components of singing any song,” says Dr. Wilder. When kids imitate their stuffed animal or toy truck singing the ABCs, the song is a mnemonic for remembering the letters. In that context, any toy that encourages singing is good. Most three-year-olds, and many younger kids love singing the Alphabet Song. “But we need to take the alphabet out of the context of order to help kids understand the real meaning of the song.”

5. Playing together doubles the fun — and learning.
You — the parent, caretaker, or grownup– are your child’s best (and probably favorite) toy. Of course you want him to learn the alphabet, read books, and be able to navigate technology in all kinds of ways. Toys that encourage kids to practice these skills are welcome additions to any playroom. Just don’t forget about the simple bouncing balls, baby dolls, blocks and bikes. These are just as necessary as toys with words and letters. But most important of all, know that when you talk, laugh, read, pretend, and share everyday activities with your child you reinforce the basic skills he needs to interact with the world in an age-appropriate and fun-loving manner. And that’s exactly what an educational toy should do.

I am THRILLED to be attending the upcoming Sandbox Summit in May at MIT! Click here to learn more about this conference!