Author: James David MacDonaldPublisher:
ISBN: 9780978832025
Category : Language disorders in children
Languages : en
Pages : 232
Book Description
Play to Talk
Author: James David MacDonaldPublisher:
ISBN: 9780978832025
Category : Language disorders in children
Languages : en
Pages : 232
Book Description
Talk, Play, and Read with Me Mommy
Author: Jo Ann Gramlich M.S.Publisher: AuthorHouse
ISBN: 1449065139
Category : Education
Languages : en
Pages : 127
Book Description
Did you know that you can begin to talk and interact with your child as early as birth? If you did, then youre on the right track to getting your child ready for the infant, toddler, and preschool years. If you didnt, Talk, Play, and Read with Me Mommy will provide you and your child with many stimulating activities and games that are developmentally appropriate and designed to help enhance your childs speech and language skills. There are interactive activities for infants (e.g., Rattle Time, Lots of Sounds, Peek-a-Boo), toddlers (e.g., Surprise Bag, Flashlight Fun, Bear Talk), and preschoolers (e.g., Listen Up, Hunting for Colors, Silly Stories). These games can be played when you and your child have a few extra minutes during daily routines, playtime, or story time. You can also use this book when you are on the move, so make sure you carry it wherever you go.
Word Play
Author: Peter FarbPublisher: Vintage
ISBN: 1101971290
Category : Language Arts & Disciplines
Languages : en
Pages : 384
Book Description
Why do certain words make us blush or wince? Why do men and women really speak different languages? Why do nursery rhymes in vastly different societies possess similar rhyme and rhythm patterns? What do slang, riddles and puns secretly have in common? This erudite yet irresistibly readable book examines the game of language: its players, strategies, and hidden rules. Drawing on the most fascinating linguistic studies—and touching on everything from the Marx Brothers to linguistic sexism, from the phenomenon of glossolalia to Apache names for automobile parts—Word Play shows what really happens when people talk, no matter what language they happen to be using.
Late-Talking Children
Author: Thomas SowellPublisher: Basic Books
ISBN: 0786723653
Category : Psychology
Languages : en
Pages : 196
Book Description
The painful and baffling mystery as to why some obviously bright children do not begin talking until long after the "normal" time is explored in this book through personal experiences and the findings of scientific research. The author's own experiences as the father of such a child led to the formation of a goup of more than fifty sets of parents of similar children. The anguish and frustration of these parents as they try to cope with children who do not talk and institutions that do not understand them is a remarkable and moving human story. Fortunately, some of these children turn out to have not only normal intelligence but even outstanding abilities, especially in highly analytical fields such as mathematics and computers. These fascinating stories of late-talking children and the remarkable families from which they come are followed by explorations of scientific research that throw light on unusual development patterns.
Want to Play?
Author: Pamela Hill NettletonPublisher: Capstone
ISBN: 9781404806238
Category : Juvenile Nonfiction
Languages : en
Pages : 36
Book Description
Tina Truly's advice column offers tips on making new friends.
How to Talk So Kids Will Listen & Listen So Kids Will Talk
Author: Adele FaberPublisher: Harper Collins
ISBN: 0380811960
Category : Family & Relationships
Languages : en
Pages : 306
Book Description
You Can Stop Fighting With Your Chidren! Here is the bestselling book that will give you the know–how you need to be more effective with your children and more supportive of yourself. Enthusiastically praised by parents and professionals around the world, the down–to–earth, respectful approach of Faber and Mazlish makes relationships with children of all ages less stressful and more rewarding. Their methods of communication, illustrated with delightful cartoons showing the skills in action, offer innovative ways to solve common problems.
Teach Me to Play with You
Author: Talk, Play, and Read with Me Daddy
Author: Jo Ann Gramlich M.S.Publisher: AuthorHouse
ISBN: 172835837X
Category : Education
Languages : en
Pages : 135
Book Description
There’s nothing more magical than interacting with a child, especially when you know you’re encouraging them to say their first true words. Starting as early as birth, you can begin to talk, play, and read with your child and become actively involved in the initial stages of communication. Talk, Play, And Read With Me Daddy will not only guide you, but provide you and your child with many stimulating activities and games that are developmentally appropriate and designed to help enhance your child’s speech and language skills. There are many interactive activities for infants (e.g., Making Sounds, Tubby Time, Playful Reading), toddlers (e.g., Sorting Fun, Picnic Time, My Fun Box), and preschoolers (e.g., Listen Up, Story Telling, Searching for Shapes). These fun-filled learning games can be played when you and your child have a few extra minutes during daily routines, playtime, or story time. You can also use this book when you are on the move, so make sure you carry it wherever you go.
Play, Talk, Learn: Promising Practices in Youth Mentoring
Author: Michael J. KarcherPublisher: John Wiley & Sons
ISBN: 111818484X
Category : Education
Languages : en
Pages : 145
Book Description
This volume brings together the findings from separate studies of community-based and school-based mentoring to unpack the common response to the question of what makes youth mentoring work. A debate that was alive in 2002, when the first New Directions for Youth Development volume on mentoring, edited by Jean Rhodes, was published, centers on whether goal-oriented or relationship-focused interactions (conversations and activities) prove to be more essential for effective youth mentoring. The consensus appeared then to be that the mentoring context defined the answer: in workplace mentoring with teens, an instrumental relationship was deemed essential and resulted in larger impacts, while in the community setting, the developmental relationship was the key ingredient of change. Recent large-scale studies of school-based mentoring have raised this question once again and suggest that understanding how developmental and instrumental relationship styles manifest through goal-directed and relational interactions is essential to effective practice. Because the contexts in which youth mentoring occurs (in the community, in school during the day, or in a structured program after school) affect what happens in the mentor-mentee pair, our goal was to bring together a diverse group of researchers to describe the focus, purpose, and authorship of the mentoring interactions that happen in these contexts in order to help mentors and program staff better understand how youth mentoring relationships can be effective. This is the 126th issue of New Directions for Youth Development the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions. The result is a unique resource presenting thoughtful, multi-faceted approaches to helping our youth develop into responsible, stable, well-rounded citizens.
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