<![CDATA[ Preschool speech - Blog]]>Mon, 21 Dec 2015 14:01:37 -0800Weebly<![CDATA[Speech and Language over the Break]]>Fri, 18 Dec 2015 12:46:26 GMThttp://kimberlybartlett.weebly.com/blog/speech-and-language-over-the-break
Hello parents!

I wanted to give a big thank you to all the parents of my wonderful students- you have all been so incredibly supportive of me in my first semester here at Tritt and I am so thankful for that.  It is so evident that you all work hard with your children at home on their speech goals.  I have seen such progress for the students and know that so much of it is due to the care and encouragement they receive from their parents to work hard at home.  I am not sending home specific packets for homework over the break- I believe students make more progress in generalizing their speech and language skills when their goals are maintained through family activities at home.  Below is a list of some ideas for activities the whole family can do together to make communication more salient for the students while they are on break:
  • Decorate a gingerbread house together
    • Label the different candies you put on the house and identify the actions you take to create the house (“Squeeze the icing, push the gumdrop down, etc.)
    • Talk about spatial concepts while you build it (the gingerbread man goes inside the house, the gumdrop is on top of the house, etc.)
    • Pick out candies that have your child’s speech sounds in them and model the correct articulation
  • Bake cookies together
    • Sequence the steps taken to make cookies (First, we add the ingredients, next, we stir, then, we dollop cookie drops onto the sheet, last, we put in the oven, etc.)
    • Encourage your child to request items or help using words or sentences that are just above what they are currently producing (from “help” to “I need help,” or “please give me the chocolate chips”)
  • Read read read!
    • Read your favorite (and new) books together pointing out the child’s articulation sounds and emphasizing their correct production
    • Ask questions about what is happening in the story (Who is the main character? Where are they going?, etc.)
  • Encourage interaction with holiday guests
    • It’s always exciting to see children generalize their learning to other activities and situations- sometimes it just takes a reminder to help them connect the dots and see that they need to use their correct speech sound with everyone they talk to, not just parents or SLP
I have found that often, whatever is important to the child (a certain toy, book, or favorite activity) can be used to target their goals more effectively than created materials.  I encourage you to use your child’s hobbies to expand communication and verbal output- because it’s important to them, they will enjoy it more, and they will remember what they’ve learned!
I hope you all have very happy holidays and create wonderful memories with family and friends!  
<![CDATA[Halloween´╗┐ Happiness!]]>Wed, 07 Oct 2015 19:24:30 GMThttp://kimberlybartlett.weebly.com/blog/halloween-happinessThis month our theme is all things Halloween!  We have some really fun books to read together, such as “The Little Old Lady Who Wasn’t Afraid of Anything” and “Skeleton Hiccups.”  I encourage you to check out books at the library to read with your kids and act out the stories together. 
Some activities you can do at home include:

Decorate your child’s trick or treating bag together and make a language or articulation activity out of it.  If your child is working on expanding her utterances, you can have her request different items to glue onto or decorate the bag.  For instance, model and encourage “Give me blue marker” or “I want glue” rather than keeping everything in reach.  If you’re working on speech sounds, collect pictures or items to decorate the trick or treat bag with that have their sound in it.  While you’re decorating, model the correct production in words and sentences and encourage your child to practice the correct production.  You can talk about spatial concepts as you glue sequins on to the bag, put candy in the bag, and take it out

When you read books with your kids about fall and Halloween (or anything, really), you can talk about the story grammar markers.  We’ve been learning about how to tell who the characters in a story are (they have eyes, a face, and a head) and what the setting is.  Talking about the emotions of the characters (are they happy, sad, mad, etc.) expands a child’s ability to take a different perspective and make predictions about what will happen next.  You can also practice labeling the actions of the characters, emphasizing that verbs are just as important as the nouns.  So rather than just labeling the objects and people, you can point to a picture and say “jumping” or “laughing,” etc. 

Feel free to comment with your own ideas and pictures of activities!  
<![CDATA[August 25th, 2015]]>Tue, 25 Aug 2015 22:50:45 GMThttp://kimberlybartlett.weebly.com/blog/august-25th-2015Fall is upon us!
I wanted to take a minute to thank everyone (parents included) for being so welcoming to me over the last few weeks as I've settled into my role at Tritt.  It is a joy to go to work every day and to spend time with my students and teachers!  To all the parents, thank you so so much for being accommodating and flexible as I've moved around my schedule. 

The theme over the next few weeks is all about apples and fall time festivities! I love everything about autumn- the turning leaves, crisp weather, Georgia football, apple cider, and pumpkin carving.  Our activities will be centered on fall, and the students' goals will be targeted in the midst of the theme.  I encourage you to do the same at home- here are a few suggestions:

  • pick leaves together and talk about the different colors, classifying them by color or shape
  • practice counting out apples and point out that we add an "s" to make apples plural (one apple, two apples)
  • play ring toss around a pumpkin and practice speech sounds or initiating a turn ("My turn" or "I want a turn" depending on your child's language development)
  • look at books about fall or apples and point out the difference between words and pictures, describing the pictures using adjectives
  • bake or cook a fall treat together and talk about the steps you take to make the food, encouraging sequencing ("First, we crack the eggs, then we add the sugar, etc.")

The possibilities are truly endless!  If you are able to try any of these suggestions (or if you have any fall ideas of your own!), feel free to leave a comment and let me know how it turned out!

<![CDATA[Hello all!]]>Fri, 07 Aug 2015 06:54:37 GMThttp://kimberlybartlett.weebly.com/blog/hello-allWelcome, everyone, to a new school year!  My name is Kimberly Bartlett, and I'm a newcomer to the Tritt team.  I have been so warmly welcomed and encouraged even in my first few weeks.  I'm the speech pathologist for preschool, including the special needs classrooms and kids coming in from the community.  My themes for the year will be closely aligned to Mrs. Tommasello's and Dr. Laushey's themes, and students' communication, articulation, and language goals will be targeted within the same (or similar) unit.  I will post information about what we're working on in speech and ways that you, as parents, can continue the learning at home by reading books with your children and talking and playing together! 

For the first few weeks of school, our theme is appropriately "Back to School."  We're reading books about preschool and "If You Take a Mouse to School."  We are expanding vocabulary by talking about what happens at school, what items you might see (backpacks, pencils, etc.), what color the school bus is, etc.  Everything that we do in speech (or the classroom) can be extended beyond speech and out of the classroom with the help of parents and siblings.  For example, driving home from school today, I spotted 4 school buses and thought about how parents can expand on what we're learning about in speech and in the classroom by commenting on the real huge buses driving by, talking about the color and what noise it makes and its function, all for the purpose of making the brain connection that the little picture of a bus or a toy bus that we look at during speech is really a big and exciting moving machine!  Repetition is key, especially for young working minds (Ok, let's be real, I have to be told something multiple times for it to sink in, especially when it's a new procedure), so talking about a topic or reading the same book multiple times only helps to make the neural pathways stronger, like trotting over a certain path in the woods multiple times to make it clear. 

I'm so thankful for the opportunity to be in the position I'm in, to be able to encourage others to use their voices and communicate effectively.  I'm looking forward to this year!