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Why The Moon Turns Red During A Total Lunar Eclipse

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This resource offers room for a variety of literacy activities that can be done to aid children's literacy development between 18 months to 6 years and this relates to all skill sets under Literacy Continuum Process/Learning Progression Model.
As said by Hall, Simpson, Guo, & Wang, 2015, this resource is a good example of how meaningful multifaceted literacy experiences can scaffold a child's literacy development. (Byington & Kim, 2016).

Technology is prevalent in today’s context, and it can enrich children’s social and cognitive abilities when used appropriately. It can extend learning the same way as concrete materials. It allows for introduction to concepts and information that they cannot experience in person at times (NAEYC, 2012).
Technology is also a good way to cater to children with differentiated learning styles as seen in Howard Gardner’s multi-intelligences theory.
Technology acts as a bridge between home-school partnerships. It offers new opportunities for educators to build relationships, maintain ongoing communication, and exchange information and share online resources whilst parents can use it to be aware of their children’s learning and also participate actively (NAEYC, 2012).

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Pragmatics or the rules for social language is another area in which speech and language therapists may work with children. Pragmatics involves using language for specific purposes, such as greeting, informing, demanding, promising, or requesting; changing language according to the needs of the listener or situation, such as talking differently to a peer than to an adult or giving context to an unfamiliar listener; following rules for conversations and storytelling, such as taking turns in conversation, introducing topics, or rephrasing when misunderstood, using appropriate verbal and non verbal gestures , facial expressions and eye-contact.

A child with pragmatic difficulties/disorders may use complex language but still have a communication difficulties such as saying inappropriate or unrelated things during conversations, telling stories in a disorganized way or have little variety in their language use and topics.

The exact cause of stuttering is currently unknown. Recent studies have suggested that genetics plays a role in the development of the disorder and that abnormalities in speech motor control, such as timing and sensory and motor coordination, are implicated.

A: You will be asked to bring certain foods from home to trial in the session with the therapist. After a thorough interview with the therapist, she will observe your child's feeding and drinking abilities. During the assessment, she might trial some strategies that might improve your child's feeding skills. Depending on the outcome of the assessment, feeding therapy might be recommended.
PROMPT Therapy
- Prompts for Restructuring Oral Muscular Phonetic Targets
Developed by: Deborah Hayden CCC/SLP
What Is PROMPT therapy?
PROMPT is a language-based treatment approach.

It provides tactile information to the oral musculature (jaw, lips, tongue) in an attempt to guide a child's movements for speech production.

Sensory feedback from the movements is then stored and progresses as the child is provided multiple opportunities for practice. Muscle memory builds (this takes at least 6-8 weeks), and movement patterns for speech become more and more automatic.

There is a PROMPT for every sound in the language, vowel or consonant.
Why does it work?
Practice and feedback are integrated.

In PROMPT therapy, a child receives tactile cues as well as auditory feedback (two extremely important sensory systems required in learning to talk).

- Motivation is the key! It is very important to encourage a child so that they can maintain attention and effort required to make changes in speech production.
- Target sounds, words and phrases are practiced in a variety of interactions, both in therapy sessions and in the child's natural environment.
How does it work?
First a motor assessment is carried out by our PROMPT trained therapist (Clare Hegarty at Dynamics Speech).

Target sounds are then selected to be developed and a lexicon (group of words containing these sounds) is then devised and used as the base line for therapy.
Practice Makes Perfect!
There are two types of practice:

Drill Practice - Sounds, syllables and words are practiced with high levels of repetition at the beginning of therapy sessions to stimulate a motor warm up
Distributed Practice - Retrieval of the sounds, syllables and words in a functional context (home and school etc)

Stuttering is a fluency disorder. It is also known as 'stammering' in some parts of the world. Stuttering is characterized by disruptions in the production of speech sound, which may be in the form of repetitions, prolongations or blocks. One or any combination of these behaviours may be observed consistently or variably. The frequency, duration, type, and severity of disfluencies vary greatly from child to child and from situation to situation.

There is no single right way to raise a bilingual child. Sometimes parents are advised to separate the two languages when talking to their children. For example, when parents talk with their children, one parent speaks one language and the other speaks in another. Although children can learn more than one language in this way, this is not the only option. It is also recommended that when speaking to a child that the parent/carer does not "code switch". This means that you complete your conversation/sentence in one language and do not change mid conversation. This allows the child to build up a mental dictionary of words specific to the language but also to learn the grammar and sentence structures for this language. What really helps is to surround your child with a rich and valuable language.

In general, children who grow up in the U.S. learn English quickly because they have been exposed. However, learning the language of the home can be more difficult. It is important to offer children frequent opportunities to use their native language in meaningful and enjoyable ways.

Quite often parents and teachers will report concerns about a "speech delay". However, during assessment it may become clear that the child has a language delay. Are they not the same thing? No. Speech and language are very different.

Language is made up of socially shared rules that include the following:

What words mean (e.g., "star" can refer to a bright object in the night sky or a celebrity)

How to make new words (e.g., friend, friendly, unfriendly)

How to put words together (e.g., "Peg walked to the new store" rather than "Peg walk store new")

What word combinations are best in what situations ("Would you mind moving your foot?" could quickly change to "Get off my foot, please!" if the first request did not produce results)

Speech consists of the following:

- Articulation
How speech sounds are made (e.g., children must learn how to produce the "r" sound in order to say "rabbit" instead of "wabbit").

- Voice
Use of the vocal folds and breathing to produce sound (e.g., the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice).

- Fluency
The rhythm of speech (e.g., hesitations or stuttering can affect fluency).

In general, children who grow up in the U.S. learn English quickly because they have been exposed. However, learning the language of the home can be more difficult. It is important to offer children frequent opportunities to use their native language in meaningful and enjoyable ways.

Before you attend your first appointment/assessment, have a think about your child's developmental history and complete the Child History Questionnaire (CHQ). Some of the questions you will be asked in the assessment would be:

When did your child first babble/use first words/string 2 words together?

Has your child received any diagnosis?

Is there a history of speech and language difficulties in the family?

Have they attended speech and language therapy before?

If your child has attended an assessment or therapy elsewhere (another speech and language therapist, occupational therapist, psychologist, etc), it would be useful for you to bring reports or share the information from such sessions with your speech and language therapist also.

Speech is the ability to use your lips, tongue and other parts of your mouth to produce sounds. To produce clear speech children need to be able to produce the different sounds of speech, as well as understand the rules for putting those sounds together in their language.

Most children have mastered the following sounds by the following ages:

Most children make mistakes in their speech during the first few years of speech development. But by about three years, most children can be understood by their main caregivers.

If you're worried that your child might have a speech disorder, think about how often people who don't know your child have trouble understanding your child.

around 2 years about 50% of your child's speech should be understood by a stranger

around 3 years about 75% of your child's speech should be understood by a stranger

around 4 years about 100% of your child's speech should be understood by a stranger

It's best to consider seeking help if your child:

is six months or more behind the approximate age ranges for using speech sounds

uses speech patterns that are delayed for his/her age, or speech sounds that are immature compared with peers

gets frustrated about speaking - for example, he/she gets upset when he/she isn't understood and has to repeat himself/ herself frequently.

No. There are some common myths about multilingual development. It is been said to many parents that multilingualism will cause children to develop language at a slower pace. But there is no scientific evidence to support that belief. Many children around the world learn more than one language at the same time and don't show language delays.

A social conversation requires many areas, all of which we are supporting your child in developing. These areas are not limiting but include, vocabulary, concepts, memory, organizing, sequencing skills, to support your child in being able to have a conversation.

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Speech and Language Therapy for Kids in Singapore | Dynamics Therapy Centre for Kids

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Pragmatics or the rules for social language is another area in which speech and language therapists may work with children.

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This resource offers therapists as allied health professionals who are experts in the communication and development and this relates to acquisition of speaking skills for our young ones under Literacy Continuum Process/Learning Progression Model.

Dynamics Therapy has a pool of speech and language therapists who can work with young children.

They aid in providing comprehensive assessments that will improve communication, increase one's confidence and self esteem plus work on speech issues such as stuttering, pronunciation or even fine motor skills such as chewing and swallowing of food. (Seder, 2020)
The health professionals are able to help teachers and parents better by offering strategies and tips that can be done in home and school settings so that a collaborative relationship is established to achieve goals for said child.

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This resource is an open ended tool that can create multiple opportunities for children to acquire language development. This resource falls under the speaking, listening and interacting spectrum under the Literacy Continuum Process/Learning Progression Model.
With grocery shopping, it's one of the simplest but most effective ways to encourage children to show off their language acquisition and also participate in 2 way conversations with adults and/or peers.
A grocery trip and meal time conversations can build vocabulary and pronunciation. It also allows for narrative and explanatory talk to take place which  provides room for complex language, the transmission of information about the world, and sophisticated vocabulary to shine (Snow & Beals, 2006).
Meal time conversations  also offer rich opportunities for extended discourse. There are some factors that can create rich meal time conversation - centred around a single topic, opportunities given for 2 way conversation, various participants take part in this. All of these go a long way in allowing children to pick up language.

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As a Montessori educator who makes use of concrete materials to work with my children and using Phonics to teach them Language & Literacy, I feel its a good fool proof way. With phonics, it reduces the burden on memory skills and allows children to make meaning by decoding sounds of words.
This resource is a good way that can be used to achieve the above and falls under Reading and Viewing (phonological awareness, phonic knowledge and word recognition) within the Literacy Continuum Process/Learning Progression Model.
Phonic baskets allows for discriminating initial phonemes in words, naming objects, sorting by phoneme, matching phonemes and graphemes, recognising graphemes by sight  (ARanson, 2014).
Thereafter, they can also be used for children to practise their blends and digraphs too.
An extension can be getting children to go on a phonics hunt around their homes finding appropriate objects to fill each one.

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This resource acts as a bridge for a child's communicative development-  their ability to understand sounds and words, use of speech, and gestures to communicate meaning (Biniboo, 2020).
Under the Literacy Continuum Process/Learning Progression Model, it falls under the Reading and Viewing (phonological awareness, phonic knowledge and word recognition) and Speaking and Listening (interacting, speaking).
These books can be personalized for 2-6 year olds and tailored at their cognitive levels. As they are often handmade, much thought can be put into creation of the activities.
Felt books allow children to be introduced to and work on their mastery of phonic sounds and forming of words. They encourage increased vocabulary when children describe what’s on the activity or what actions are taking place.