Right, finally managed to find those notes bht posting from phone so may go wrong!
Tips for early-stage talking (one to two words)
Speak to her using only one or two words, repeated again (and again and again and again, five or ten times at once), e.g. ?shoes?, ?up?.
30 minutes (or as much as you can manage) one-to-one, uninterupted playtime every day.Undivided attention. Selection of different toys / books (with lots of space) around room, let her lead.Sit on the floor near her, follow her.Include noise-making toys. Show her what makes noises (e.g. tap on things, knock).
Follow her attention and talk about the things she?s interested in. Work out her focus / thoughts. Follow her gaze / moves.Comments on things she?s focusing on (adds to the fun for her and helps her to learn).E.g. name objects she points at, make it do something.
Repetition of simple words / names / phrases.Short, simple sentences (?here?s dolly?, ?let?s get car?), lots of repetition of same word, e.g. ?it?s the ball, ball?s rolling?.Labelling games, e.g. ?Dolly?s nose, dolly?s legs, dolly?s feet?.
Speak slowly, louder than normal, lots of tune in voice, slight emphasis on the main word.Point to things when you name them.
Running commentary on things she?s doing / interested in (in v simple words).Don?t worry if seems not to be listening.The more closely your commentary relates to what is in her mind at that moment, the more likely she is to listen and learn.
Make play sounds to go with things that happen,e.g. ?choo choo?, ?brrm? ?splish splash?, ?crash?, ?miaow?, ?moo?. As she plays.
Say her sounds / words back to her. (Might develop into taking turns to ?chat? in babble).
Respond to what she means (however she tells you ? she may use gestures, noises, body language). Repeat what she means back to her ? show her you understand what she?s telling you.
Wait before giving her things.Pause ? don?t give her everything straight away ? pause to see if she?ll ask for it with words or noise!Younger children in the family often don?t have to verbalise their needs, since their parents and siblings are alert to their needs and run around after them. So sometimes good to be bit less responsive!
Good games / things to do:Rhymes, action rhymes, finger/toe rhymes.Turn-taking, e.g. hiding, peepo, chasing, clapping hands.
Name and repeat things / phrases during daily routines, e.g. ?shoes off, coat off?, ?nappy, wipes?, ?oops?, ?wash face, wash hands?.
Words during games, e.g. ?mummy jump, daddy jump, sally jump?Give her a little bit, e.g. milk, then say ?more?? then pause. (She may say ?more? or make a noise). But if not, just give her it anyway.?Ready, steady, go?, ?all fall down? during games. After she?s got used to the phrase, pause at ?go? (she may say it or make a noise).
Simple instructions, e.g. ?give to daddy?, ?get shoes?, ?up up?, ?help tidy?.
Show her and name things.
Action words (eat, sleep, drink, shout, jump, run)
Things not to do (don?ts)
Questions. Don?t ask questions (which are really tests: toddlers know this). Gives them the problem of trying to figure out an answer. Interferes with listening and causes stress.OK to seek information (e.g. ?do you want some milk??). But should not seek answers / words (e.g. ?what?s this??)OK to ask her to point to things, e.g. pictures in books, objects, but not too often.
Don?t direct her (e.g. by trying to get her to do / play with / look at things of your choice).Directions mean she has to decide whether to comply. Jarring.
Don?t impose your agenda (e.g. to show her a new toy)Avoid ?look at this?, ?here, Josie?, ?what?s this?? Interupting her thoughts / actions.
Don?t overtly try to make her talk.Don?t ask her to say or copy words or sounds.E.g. ?say bye bye to Grandad?, ?say mama?. Too much pressure., makes self-conscious.
Over-enthusiasm when she talks
.Negative speech/commands, e.g. ?no,? ?don?t touch?, ?stop that?, ?get off?.Want to give the message that voice is fun to listen to.Instead of using these words, when possible intercept / move her physically / distract her.
Don?t correct her speech. (But OK to repeat back in confirmation, correctly).
Things in environment that are not ideal:Computer / ipad.TV for more than 30 minutes a day.Background noise (radio, music).
Notes Hard for toddlers to ?tune out? background sound ? this skill needs nurturing with practice in quiet conditions. Learn most during short, one-to-one sessions. When out and about or with other children there're too many distractions.
Pointing / gestures / sounds may indicate different wants, e.g. she might want to know the word for an object, to play with it, have a song (e.g. igglepiggle).
Some words might disappear for long periods of time.
Can?t concentrate for long, but occasionally may have spells of intense concentration on things of her choice.
Can extend from one to two words, to three/four and sentences by repeating what she says back to her and adding to it, e.g. she says "want milk", could say "I'm thirsty, want some milk please", she says "play outside", could say "I play on the slide outside".
Instead of asking Qs model what she should say, e.g. "I want milk", "I had nice day", "I fell down" (instead of "want some milk? did you have a nice day? Poor you) (this seems odd to begin with, felt like an idiot doing it, but really worked for me!)