Narrating: an indirect language facilitation strategy

Narrating: This is an indirect language facilitation strategie for your language-boosting toolbox. An indirect language facilitation strategy is where we build around what the child says and do NOT require a response from the child.

Narrating (or broadcasting) is talking about what is happening while it is happening

• 2 types:
  • Self-talk
  • Parallel talk
• Self-Talk: use short sentences to talk about or describe what you are seeing, hearing or doing with your child - without expecting the child to respond.
  • Examples:
    • “I am making cookies! I am putting the chocolate chips in the batter! I am stirring. I am putting them in the oven.”
    • “I’m sitting down at the table next to Carlos. I want to see what Carlos is doing with the play doh.”
    • “Now I am writing a ‘W.’ I start here and go down, up, down, and up again. There---a ‘W’.”
    • “I am digging in the sand with Monique. Deeper…deeper…deeper. Oh no---the sand is starting to cave in!”
  • This skill comes naturally to some, but for some more quiet people it doesn’t - but practice makes perfect!
• Parallel Talk: use short sentences to talk about what your child is seeing, hearing or doing - like a broadcaster. You are watching the action and describing it to the child, without expecting a response. No questions during parallel talk.
  • Examples:
    • “Oh, you put the yellow block on top. Now you’re sliding the green one next to the long red block. The tower is getting taller.”
    • “You are crawling toward the basket! You’re pulling the basket over!”
    • “You’re holding a rattle! Shake shake! You are shaking the rattle!”
    •  If an infant is upset and crying after her mother leaves: "Sophie, you really hate to see your mom leave! You are feeling very sad. You wish that she could stay with you.”
• What narrating is NOT (don't skip this part!):
  • Most importantly: do not use self talk and parallel talk to divert your child's attention away from what they are interested in. If your child is earnestly looking at a pinwheel, a sticker, or whatever is striking his fancy – talk about THAT. Do not break his focus by turning away his attention to something that you are doing or saying. We’ve all done this before, but we have to remember that toddlers learn best when we follow their lead and interests. Janet Lansbury, over at Elevating Child Care, has a fantastic post where she shares 7 Ways to Build Your Child’s Focus and Attention Span. It’s worth checking out.
  • No questions
    • I repeat: no questions. We ask a LOT of questions to children, often very rhetorical (your child is holding a ball and you ask, "is that a ball?" or "are you holding a ball?"), which often elicit only a yes/no answer at best.
  • No expectation for child to imitate you
    • Please do not have the expectation that your child is automatically going to repeat you. These techniques simply give your child exposure to language during play and daily routines. We’re using self-talk and parallel talk to expose the child to words and to make them realize that talking is fun AND functional. These techniques help to bridge the gap between a child who may not yet realize that objects, actions, and feelings, have names and they can be labeled and spoken about. If they imitate or repeat you, that’s wonderful, but it’s not expected at this point.
  • Don’t do constantly – no need to overdo
    • ​Think of it like a conversation – need to pause to allow your child a chance for turn taking and processing
      • Even if your child isn’t taking a turn talking, he does need the chance to take a turn to listen and process what he is hearing
    • Narrate 1-3 actions then stop, wait and OBSERVE

​WHY practice narrating?

• Numerous studies have shown that a strong language base is key to academic success
• We have a very “language” based academic system (there are very few tests where you demonstrate knowledge by painting a picture, writing a song, etc.)
• The quantity of words spoken to a child in the first 3 years of life are associated with language skills, vocabulary size and IQ
  • The words directly spoken to a child are responsible for vocabulary growth, not those passively heard like while watching TV or being around adults who talk to each other
  • Another study showed toddlers 12-24 months benefit more from QUANTITY of words – children 24-36 months benefit from QUALITY of words (variety of more sophisticated words)
  • When the goal is talking about something children are interested in, language growth occurs at a higher rate. Children as young as 18 months have higher vocabularies than peers if their parents talk about things they are interested in
• Narrating is intended to expose your child to meaningful language, not to generate a response from you
  • We are providing a model of language
  • One way to expose your child to lots of language is narration – especially with infants and toddlers

WHEN to use narration?

• Routines + play
  • Diaper changes
  • Getting dressed
  • Cooking
  • Meal time
  • Bath time
  • Outdoor play (park, backyard)
  • Outings like the zoo or museum
  • Play time