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The game gives us the opportunity to accompany our children in the development of communication and language. Through play, children learn to interact with us and with other people, and what is most fascinating about this process is that it occurs incidentally, that is, naturally. Without their realizing it, they are practicing motor, language, cognitive, sensory skills and, while this is happening, they are having fun. Sometimes, older people, we hinder this process. These are the mistakes that parents make when we play with our children.
When parents interact with our children, we accompany them in this process of multiple learning, but we do not always do it in the most efficient way so that they can appropriate this knowledge. Sometimes we adopt different 'roles' that hinder it. We are going to know what are the roles that we can take when playing with our child and that limit the interaction with them.
- Role of entertainer or clown
We want to capture their attention permanently, we do everything possible to make it fun and we end up being 'protagonists' and the child a mere 'spectator' who cannot find the place to participate. We have the floor all the time, the child listens and sees our performance, but cannot be included in the game.
- Teacher role
We want to teach all the time, we tell the child what to do, we ask him questions again and again, we test his knowledge instead of playing games with him. We often ask: 'What color is it?', 'What is it called?', 'What do you say?' or 'You know it, tell me what it is?' Faced with this attitude, our child often ends up frustrated, overwhelmed or bored and abandons the interaction with us.
- Role of detective or observer
We do not really know how to include ourselves in their play, so we look at and comment from the outside what the child does or says, but we do not include ourselves in the game completely. We find it difficult to find our role in the game, as if we could not 'connect' at that moment, being difficult to get in tune and interaction.
The good news is that we can find a role that accompanies our children and allows us to enjoy interacting freely, facilitating connection and communication between us. This role is of the 'Sensitive Companion'. When we take this role we use Formula 3 A to encourage our child to interact and communicate. We recognize you and make you feel special by:
- Accept that you take the initiative
We let the child himself show us where he wants to go and what he wants to play with; Let him be the one who starts the conversation and who makes a comment. To let a child take the lead, we must be patient and wait. Giving him time and not interrupting him is the key so he can take the initiative.
- Adapt to 'share the moment'
All we have to do is relax and enjoy the present moment with our son. Leave the cell phone and interruptions for a while so that our imagination can flow, returning to being a child for a while with our son. Let's show our children that we are listening to them: imitating what they do or say or interpreting what they say, that is, confirming the message the child gives us and commenting.
- Add language and experience
We can comment on what is happening so that the child realizes that we are interested in him and in that moment of play or activity that we are doing together. We can add language and experience in many moments! When we are with them and we describe what is happening, we teach them the words they need to understand and use language. The moments can be many: while we put away the toys, we cook together, the moment of the bath, when we set the table. Every everyday moment can be used to interact and add language and experience.
Our unconditional attention and willingness to respond lovingly to our child's attempts to communicate help him gain self-confidence, satisfaction, and a desire to interact with other people. Being a sensitive partner during the interaction will promote fluent communication back and forth and will put us in tune with the feelings and thoughts of our children.
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