# data[].attributes.body
If you have a child with autism spectrum disorder, you may find it difficult to join in with him when he’s playing, or to catch his attention when you want to show him something. But when you “follow the leader” by imitating or copying your child, you will discover an easy way to connect with him and get him to notice you.

Follow the Leader: The Power of Imitating Children with Autism

By Lauren Lowry

# data[].attributes.body
Blessing is a 3 year old girl who has autism . She often gets very upset with loud noises.

# data[].attributes.body
-          During the 1970s and 80s Sara Smilansky assessed and observed children aged three to six in early yearsâ€™ settings across Israel and the US and reached the conclusion that a childs ability to engage in socio-dramatic play is directly linked to a number of academic and social skills.

# data[].attributes.body
-          Vygotskys descriptions of developmental processes were cited as being vague and speculative (Ormrod, 2012). Vygotskys theory focused more upon the processes through which children develop rather than the characteristics of that children of particular ages are likely to demonstrate. For Vygotsky, cognitive, social, and motivational factors were interrelated in development.  However, Ormrod points out that childrens reasoning skills do not necessarily appear at the same ages in different cultures (2012, p. 321).

# data[].attributes.body
-   This is supported by Lev Vygotskys Education Theory which focuses on language acquisition, he proposed that children gain knowledge through social and language intercommunication - he states that through conversations and interactions with people who have adequate language skills in the childs setting, community or house, the child themselves will pick up on that and that is how they acquire language he called this 'scaffolding'

# data[].attributes.body
This area can be used for structured and unstructured play. An early years practitioner could write a word on the wall such as 'park' and ask the children to act out a day in the park and this will really encourage a language rich environment as children will be talking and sharing words with each other in an enjoyable way or the children can have free play time where they can dress up and use toys for imaginative play.

# data[].attributes.body
By Agnieszka Uberman

The Use of Games: For Vocabulary Presentation and Revision

Vocabulary acquisition is increasingly viewed as crucial to language acquisition

Andrew N. Melttsozz and jean decety > boith developmental and neurophysiological research suggest a common coding between perceived and generated .
. it is said that imitation provide the foundation for understanding .

Learners remember better the material that has been presented by means of visual aids (Zebrowska 1975:452).

# data[].attributes.body
This activity promotes social skillls, physical development , language skills and many more . It encourages a child to lead and follow .

# data[].attributes.body
4.3 Explore different ways of establishing an effective language rich environment.