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Rhyming Food:
This game involves a person on the dining table to name a food available, and the rest of the members sitting at the table will think of a word that rhymes with it. If one member fails to call out a rhyme, he/she will then call out a new food to restart the game. This acts as another level of rhyming words compared to the video resource activity, as it does not provide a close-ended answer. Thus, making it a more authentic approach, countering the didactic approach in the second post.
This relates to the authentic approach as children learn through engaging and fun ways
This is supported by Susan Hill’s (2012) developing early literacy: assessment and teaching and NEL’s (2013) learning goal 1, which is to listen for information and enjoyment.

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https://www.youtube.com/watch?v=1W7bfX8JkxA

This activity can be done in a small group setting to help children identifying syllables through clapping. This will also require parents or educators to be there to correct the child on the spot if he makes a mistake which will help him learn from it. This relates to the didactic approach as there is only one right answer. This is also supported by Vygosky’s (1964) Zone of Proximal Development as it requires scaffolding from a child's microsystems from Bronfenbrenner's (2015) Ecological Model. It is also supported by Susan Hill’s Developing early literacy: Assessment and Teaching book.

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0:00 / 7:44•Watch full video

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This resource offers the understanding that phonemes are unit sounds represented by letters. Once children understand the concept of rhyming, they will begin to comprehend that there are segments of sounds within syllables. This relates to the synthetic phonics approach as it is instructional to follow how blending and segmenting phonemes help children derive at their knowledge of reading and viewing. This is supported by Keesey, Konrad and Joseph's (2014)

Word Boxes Improve Phonemic Awareness, Letter–Sound Correspondences, and Spelling Skills of At-Risk Kindergartners as well as NEL’s (2013) Learning Goal 1: ‘listen for information and enjoyment.’

Morever, since this is a set of picture cards that provides portability, parents can bring along the set of cards to help children understand phonemes. When children advance to blending onsets and times, they can create new words based on their understanding. Thus allowing children to be aware that speech can be broken down (scaffold) into individual words. This is supported by Vygotsky’s (1964) Zone of Proximal Development as blending words simplifies (scaffolds) the concept of print for early years readers and Susan Hill’s (2012) Developing early literacy: Assessment and teaching book (2nd ed).

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https://www.youtube.com/watch?v=V9qNKjv_hW8&t=177s

This resource offers support for children to identify whether the words mentioned by their parent/educator rhyme. An adult will have to say two words and children will have to identify whether it rhymes by putting a thumbs up or thumbs down. This relates to the didactic approach as it is a close-ended activity where children are only given two choices and only one of them is correct.
This is supported by Harper (2011) as he states that rhyme is an important aspect in the early years as it affects the child’s future success in spelling, reading and writing.
Moreover, it also teaches the sound of the language

This activity also promotes the awareness of phonemes in a fun and interesting way. Hearing how the words rhyme is necessary for building an understanding of the relationship between letters and the sounds they represent. Learning to rhyme notes a multi-modal connection as there are many ways to learn it such a haptic, written and audio modality. This can be supported by Cunningham, Hall and Defee’s (1998) The Reading Teachers as well as Susan Hill’s (2012) Developing early literacy: Assessment and teaching book (2nd ed).

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Teaching Rhyming using Thumbs Up or Thumbs Down

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https://www.kkh.com.sg/patient-care/areas-of-care/allied-health-services/Pages/speech-language-therapy.aspx

Speech-Language Therapists help children with speech difficulties through assessments and diagnosis. They would come up with an individualised treatment plan along with parental involvement to meet the goals and needs of the children who require this service. An Individualised Education Plan (IEP) is vital as it breaks down the learning goals and based on the unique needs of each individual (Rakap, 2015). This also relates to Vygotsky's (1964) Zone of Proximal Development through scaffolding.

This provides affordability as the cost of such services has always been a consideration for parents with children with special needs (CITE), it is good news to parents that KK Women's and Children's Hospital is a government hospital, which means it is heavily subsidised by the government, thus providing affordable therapies for children who need it even for the less fortunate families.
The experts in the hospital have a variety of specialists who work towards a multidisciplinary approach with other therapists/professionals to provide a range of services such as, Early Language Service, Articulation Service, School-age Language Service, Fluency Service, Voice Service.

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Speech Language Therapy involves the management and treatment of various conditions affecting a person's ability to speak, communicate, eat and drink. Our Speech Language Therapists assess, diagnose, treat and help infants, children and adolescents with disorders or difficulties related to speaking, understanding, using language effectively, feeding and swallowing.