Speech Pathology News: Following Instructions

Being able to follow an instruction is important for learning both inside and outside the classroom. Children can have difficulty following instructions for lots of reasons. For example, they may have difficulty focusing their attention, they may have difficulty understanding the words in an instruction, they may have difficulty remembering everything that was said. Try the strategies below to help.

Expectation Instruction Example How to help


  • Get your child’s attention before giving an instruction.
(Name) Look at me. (Wait for eye contact) Bring me your… Go to them. Get down to their level. Repeat the instruction.

Instruction length

  • Try giving 2 step instructions
Bring me your lunch box and then get ready for soccer. Break it down. Make it shorter

Get your lunchbox. (Wait for your child to respond.) Bring it to me (Wait for a response) Get ready for soccer.


Language of instructions

  • Try using instructions with “but not”
Go and get a jumper but not your red one. Rephrase the question

Get your blue or green jumper.


Language of instructions

  • Try using instructions with before and after.

Put your bag away before you go and play

You can go to the park after we finish our lunch

More challenging:

Before you go and play put your bag away.

After we finish our lunch you can go to the park


Put your bag away. Then go and play.


Eat your lunch first. Then we will go to the park.


Language of instructions

  • Try giving instructions using “If…”
If you want chocolate cake wash your hands.

If you want a story find a book.


Do you want chocolate cake? (Yes) Then go and wash your hands.


Speech Pathology News: Routines

Currently, your child is learning lots of new routines for their classroom. A routine is a series of steps we follow to complete daily tasks such as getting dressed, brushing teeth, having a bath.

Helping your child with a routine for packing their school bag is a great way to support your child with sequencing, working memory, using specific vocabulary. Try these activities to support your child with routines, language skills and developing independence:

MONDAY Have your child help you pack the school bag by passing the objects to the child and commenting as you do it. For example: “First, we put the lunch box in.”  “Next we put the drink bottle in. Then we put the hat in. Finally we put….”
TUESDAY Ask your child to put the first 2 things in their bag. “Put your lunch box and drink bottle in your bag”. You might need to support them to remember the other things they need. Give lots of encouragement.
WEDNESDAY Ask your child to put 3 or 4 items in their school bag. “Put your lunch box and drink bottle in your bag. Then put your hat and book in.” Give lots of encouragement for listening and remembering.
THURSDAY Ask your child to pack their bag on their own. Then go through the items together to check everything is there. Help your child put in any missed items. Give lots of encouragement for being independent and remembering.
FRIDAY Ask your child to pack their bag and then tell you what they have put in. Support them if they miss a step. Continue to use praise and encouragement for remembering and for being independent.




Speech Pathology News: Role Play

Children love to let their imagination run wild in the land of make believe. Role playing of fictional or real-life characters and situations can be a great activity for children to stretch their creative play skills and learn about language.

Benefits of Role Play

Here are some reasons why you should engage in role play with your child:

  • Role play is a good way to introduce new vocabulary that your child may not be exposed to in everyday life, such as “princess, “pirate”, “sword” or “fairy”.
  • You will help your child learn to play with others when you engage in pretend role play with your child. Your child will start to pretend with other children and learn to take turns and cooperate.
  • When children role play a character, they develop their ability to take the perspectives of others and develop imaginative skills and empathy.
  • It’s fun to role play. You and your child will not run out of things to play when you let your imagination lead the play.

Tips to Use Role Play to Develop Language

  • Let the child lead the play. Rather than tell your child what to do or ask questions, try making comments on what you and/or your child are doing instead. To keep the play going, offer a new idea by asking a choice question such as “Should the prince go to the tower or stay in the castle?”
  • Introduce new vocabulary words that are relevant to the play and appropriate for your child’s language level. Explain the meaning of the words and repeat the words several times during the play.
  • Expand on what your child says. You do this by repeating what they say and adding one new piece of information. A child may say, “This fairy is kind and she takes care of the princess.” Then you might say, “Ok the fairy is kind and she takes care of the princess to protect her from harm.”
  • Keep it simple. There is no need to introduce too many new pretend roles at once. Children love repetition, so they are likely to enjoy role playing the same character over and over again.
  • Expose your child to new experiences. Every time you go somewhere new with your child, it can become material for role play. A trip to the zoo can prompt your child to pretend play as a zookeeper or as animals. Books can also introduce themes to be incorporated into role play.

Role Play Games to Develop Language

Game 1: Bus Driver: Take turns to role play as the bus driver and passenger. You can be the bus driver first and model it for your child, then your child can have a go being the bus driver and you add language to the situation. Here are some phrases you might use in this game according to the situation: Drive the bus, Stop the bus, Press the horn, Board the bus, Pay the driver, Find the change, Walk down the aisle, Sit down, Ring the bell, Get off the bus.

Game 2: Baker: Role play as a chef in a restaurant kitchen. Pretend to cook different dishes and teach vocabulary by naming all the ingredients required such as meat, oil, vegetables, eggs, sugar, salt and pepper. When preparing the dishes, you can use verbs such as pour, stir, mix, cut, spread, fill, weigh, taste, serve and demonstrate them with the appropriate actions.

The Fremantle LDC Speech Pathology Team

Speech Pathology News: Play – Games with Rules

Benefits of Play

Children learn and develop more effectively through activities that involve play. Play facilitates learning as it provides a safe and stimulating environment for children to learn about the world around them, discover their interests, and acquire speech, language, and social-emotional skills.

Games with Rules

Children are motivated to make sense of the world, and therefore they are interested in rules. When children grow older, they enjoy playing games with rules and sometimes invent their own games. In games with rules, children follow or create rules to reach a shared objective. Language skills are a key element of this type of play, as children needs to understand and communicate the rules to each other during the game. Games with rules can include physical games such as hide and seek and hopscotch, as well as more intellectual games such as board and card games. By engaging in games with rules, children learn to follow instructions, take turns and play fair. They also learn how to control their impulses, cooperate with others and problem solve during these games.

Five Tips to Use Games with Rules to Develop Language

  • As turn taking is an important skill for cooperative game play, teach the language needed for turn-taking such as “My turn/Your turn” or “I go/You go”.
  • Ask the players to take turns to give instructions such as “Spin It/Roll It/Put it On”. They get to build more complex language by explaining the instructions to others.
  • If your child doesn’t typically make comments during the game, teach your child to make comments such as “She’s got three!” when a player spins or rolls the dice is a great, real-life way for him/her to get involved in conversation during the game.
  • Get your child to practice answering questions during game play. You can ask questions such as “Whose turn is it?” “How many did you get?” “If you need to give your child extra support, give them the answer before you ask the question: “Look, you rolled two. How many did you get?”
  • Practice making supportive comments such as “Good game!” “You did awesome!”. Empathy and social skills are important in helping children to build and maintain relationships.

Simple Games with Rules to Develop Language

Game 1: Three Word Story Pass

Skills It Develops: Listening, Sentence Construction and Topic Maintenance

Props:   A squishy ball for the children to pass to one another

How to Play:  Everyone sits in a circle.  Each person will add 3 words to a story before passing the ball to the next person. If the person with the ball takes more than 5 seconds to think of the words, the turn goes to the next person.

Example:  Last Monday morning…a little monkey…ran into the….Year One classroom….and the children… were very excited.

Game 2: The Big Wind Blows

Skills It Develops: Listening, Vocabulary, Following and Giving Directions

Props:  Chairs

How to Play: Arrange chairs in a circle, but ensure that there is one less chair than the number of people. The person in the centre of the circle begins by saying, “The Big Wind Blows for anyone who…” and adds something that is true about them. Examples could include “…is wearing glasses” “likes pink” and so on. Anyone who shares that trait must then move from their chair to another chair in the circle. This will leave one person without a spot in the circle, who then repeats the process: “The Big Wind blows for anyone who…”.

The FLDC Speech Pathology Team