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    FunctionalPlayChecklist PDF

    Uploaded by

    Ann Villablanca

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    FunctionalPlayChecklist PDF

    Uploaded by

    Ann Villablanca
    40 views2 pages

    Original Title

    FunctionalPlayChecklist.pdf

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    © © All Rights Reserved

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    PDF, TXT or read online from Scribd

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    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    40 views2 pages

    FunctionalPlayChecklist PDF

    Uploaded by

    Ann Villablanca

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Revised 5/30/15 - Created by Ricki Block, MS, CCC-SLP

    Items in BOLD - added


    Functional Play
    Children learn about their world by exploring. Before a child can develop receptive-expressive word
    knowledge, they must have a variety of meaningful-purposeful experiences. The best way for a child
    to learn about his world is through functional interactions with individuals and items in their
    environment.
    The following activities will give a child experience exploring toys and familiar objects. The child can
    look at it, shake it, and eventually learn to use it purposefully.

    PLAY WITH TOYS


    1. Truck, car, bus, boat, motorcycle, train push
    2. Bubbles blow, pop - NEW
    3. Plane fly up
    4. Xylophone, drum hit
    5. Book turn page, point
    6. Squeeky toy squeeze
    7. Bell ring
    8. Blocks-pegs build tower, make tower fall, in, out, on, up
    9. Doll sleep, eat, walk, fall, drink, hug, kiss
    10. Ball throw, roll, kick, bounce, up
    11. Windup toy wind up
    12. Friction toy push
    13. Pull toy pull
    14. Busy box, iPad cause-effect app turn on and off, push buttons/ cause & effect
    15. Toy telephone says/waves hello, bye
    16. Animals walk, eat, sounds, in, out, up
    17. Small blanket hide items – play peek a boo

    COMMON ITEMS IN IMMEDIATE ENVIRONMENT


    1. Comb, brush comb or brush hair
    2. Soap wash hands
    3. Paper towel dry hands - NEW
    4. Toothbrush brush teeth
    5. Cup drink
    6. Spoon, fork eat
    7. Scissors cut
    8. Pan stir with spoon
    9. Paper crush, tear cut
    10. Finger, brush, dot paint paint on paper – NEW
    11. Glue stick glue stroke on paper - NEW
    12. Keys Lock or unlock
    13. Box open, close
    14. Tissue wipe nose – put in garbage
    15. Mittens-hat-shoes-pants on, off hands, head, feet, legs
    16. Potty sit down, flush
    Pre-symbolic Language
    Skills children learn before/as they use words meaningfully

    1. Eye Contact & Sound Localization


    Babies establish eye contact and learn to recognize faces and voices. They will gain
    information about language from looking at the face and hearing sounds in their environment.
    2. Reciprocal Play
    Parents interpret the baby's noises, smiles, body and facial expressions early on and provide
    reciprocal responses. The parent then pauses for the baby to make a response. Initially child
    and parent take turns with actions and sounds and later, words. By 3 months a baby shows
    anticipation and excitement at the sound associated with different situations, e.g. familiar
    voices, and is showing an awareness of gesture and facial expression
    3. Cause & Effect
    By 6 months a child learns that if they drop an item on the floor, someone may pick it up for
    them. They can bang items and press buttons on a toy and enjoy watching the reaction and
    repeat the action.
    4. Functional Play
    A child attaches meaning to common items in the environment and understands functions, e.g.
    throw ball, push a car
    5. Imitation and Intention of Movements
    By 9 months, a child is able to copy hand clapping and playful vocal sounds e.g. smacking lips,
    coughing. A child can anticipate actions to words, e.g. How big? Sooo big (baby lifts arms up.)
    6. Joint attention and Understanding
    A child can follow another person's focus of attention and can direct someone’s attention to
    what they are interested in - a critical communication skill. They look for items they drop on
    the floor or which are hidden.
    An inquisitive child points with index finger at objects or events of interest. This further
    encourages adults to engage with the child and to name objects/events for the child. All these
    non-verbal skills continue to develop as the child's verbal skills emerge. Non-verbal and verbal
    communication skills are interlinked during all language learning.
    7. Expression
    The child has communicative intent - child wants to communicate - non-verbally through
    looking, facial expressions, body language, vocalizations, pointing, pulling a parent to desired
    object and gesture and eventually words to express greetings, capture the adult’s attention,
    requests, protests, recurrence, labeling.

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