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See and Learn Language and Reading - Common questions

Answers to some common questions about the See and Learn Language and Reading program.

Should I use signing?

Children who find it difficult to learn to understand spoken language often find extra visual support helpful, e.g. using gestures or signs. Signs can be used along with a spoken word to reinforce the word's meaning. The main form of sign language used in the United States is American Sign Language (ASL) (please see the Language Development page for further details).

For this reason, the See and Learn activities include instructions for using signs as well as speech. You should use signs along with speech if you sign with your child on a day-to-day basis. Children who understand words but who find it particularly difficult to produce speech sounds may be able to use a sign before they are able to say the word. See and Learn aims to encourage any form of communication, either saying or signing.

Where should we do the activities?

Find a place to carry out the activities that is comfortable, quiet, well lit and distraction free, i.e. there are not lots of things in easy reach or in view that your child would rather do. Sit opposite your child at the same level so that he/she can see you clearly. This could be either at a table or on the floor, whichever works best with your child.

When should we do the activities?

Choose whatever time that you feel is best for both you and your child, e.g. when your child is not too tired, and when you are not likely to be interrupted.

How long should an activity take?

Carry out short sessions so that you can keep your child's interest. You may start with sessions of a few minutes if your child is new to this type of activity. Gradually increase the length of each session. However, always end on a positive note, i.e. don't carry on for too long. Look out for signs that your child is losing interest.

How often should we do the activities?

"Little and often" is the best principle to encourage progress. Repetition is essential for progress to be made. Complete a short activity session as often as you can. Ideally, this will be daily as part of your everyday routine.

How should I present the activities?

Talk to your child as you usually do, and if you usually use signs along with speech continue to do so in the activities. Encourage your child to look at you as you speak (and sign) - you may find it helps your child if you hold the picture card next to your face as you tell your child what it is. If you are using signs, check that you know the signs for the words you are going to use before you begin.

How do I make the activities interesting for my child?

You can try different ways to maintain and increase your child's interest in activity sessions.

For example, instead of using a cloth bag, try putting the materials that you need for a session in a decorated box. Use themes that are motivating to your child to decorate the box, e.g. a favourite colour, or a character from a children's program. (Remember to keep the box out of reach at other times, so that it remains "special".)

You may find it useful to provide a motivating 'reward' suitable for your child's interests at the end of every session, for example blowing bubbles or singing a favourite nursery rhyme with actions.

How can I help my child to be successful at each of the activities?

During each session it is important that your child experiences success at every stage. The activity instructions often ask you to "help" your child. This means you should give your child time to try the activity but then assist or guide them as much as necessary to ensure they complete it successfully. Give less help as your child becomes more able to complete activities independently.

Where possible, take turns with your child to help give him/her a model of how to do the activity. For example, you match a picture then your child matches a picture.

Can I do the activities with a group of children?

The activity instructions provide guidance on using the activities on a "one-to-one" basis. However, you can easily adapt the activities to include other children by giving turns to each child within the activity steps. You could download and keep record sheets to monitor each child's progress.

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