Parents' Corner
Learning about the Rhythm of Language:
of Syllables and Having Fun Together
Have you ever heard your child use his or her AAC device to say the same word over and over? I’m guessing we all have. My twin sons will use theirs to purposely say a word or phrase multiple times, then push the speak display button and bounce to the sound as the word plays over and OVER and OVER!!! This behavior can drive teachers and parents alike wild! Why are they doing this? It’s obvious that the behavior is intentional, but it’s also obvious that they intend no meaning by what they are saying.
This behavior is not something strange that only young AAC users do. Other children who learn language by speaking do a similar thing. “Teeter, totter, bread and water…” Do you remember this rhyme? It really makes no sense, but why children like it and have used it for generations is that it allows them to explore the rhythm of language. My older sons, who are able to speak, used to sit in their car seats and repeat words in a singsong way while we drove to the grocery store. Any word was fair game, as long as it had a nice sound to it. Once again, the words are not being used to communicate, but to learn the rhythms of language. In this way, children develop the skills they need to sound out words and to understand that words are made up of individual sounds.
While this repetitive behavior can be annoying if it happens at the wrong time (say circle time at school, for instance), it is a developmental language learning behavior that should not be stopped, only given voice at acceptable exploring times. Here are some ways to encourage this type of learning in an acceptable time and place. The following ideas will help children learn about the rhythm of language, and understand the concept of syllables—a key to being able to decode long words.
Set aside some time to talk about and explore the sounds language makes with your child. Check out the book, “Charlie Parker played Be Bop”, by Chris Raschka from your local library, or on the Between the Lions website at http://pbskids.org/lions/bebop/ A word of caution: this book cannot be read straight, you must get the feel of it. To help you do this, also check out some be-bop music (Most libraries have CDs available to borrow.)
Now that you have your supplies, sit down with your child and listen to the music. Encourage bouncing or head nodding or whatever your child can physically do to enjoy the beat of the music. Relax and enjoy the beat too, moving your body in time to the music. Next, read the story. Really feel the rhythm of the words. While you are reading, bounce your head (or whatever you used with the music) to indicate the rhythm. After you have finished the story, get out your child’s AAC device and encourage him or her to pick out some words to say and listen to the rhythm. A favorite at our house is “spaghetti, spaghetti, spaghetti, popcorn”. Push the key/button or display area to speak and move to the rhythm of the be-bop your child has made. Clap your hands to the rhythm, if you wish. Relax, laugh and enjoy! You are helping your child understand the rhythm of language.
For a different way to experience the rhythm of words, blow up a balloon. Have your child hold the balloon while you speak. Your child will feel the vibrations of your words through the balloon. (You don’t have to get close to the balloon, just speak normally.) Have your child hold the balloon while you read a story. At some point, stop reading and clap your hands to the syllables in a word. The rhythm of your clapping will pass through the balloon, as well. Have your child count how many syllables they hear and feel through the balloon.
The more you allow time for exploring the rhythm of language and making it a learning time, the less of it you will be likely to see at unacceptable times. If you are struggling with this behavior at the wrong time, tell your child that right now is NOT the time for this. Don’t forget to then tell them when they will have time to play and have fun with the “voice”. Make sure that you do provide the kind of activities described above at a later time, to give the child the rhythmic input they are craving. Children do catch on to what works at what time, and eventually they will understand that this need for rhythm must happen during free times. When you see this language play at a good time of day, let the child know that this is a really good time to play with the “voice”. You might even do a little of it yourself!
I always value your feedback. parents@aacinstitute.org.
