LANGUAGE STIMULATION

CHILDREN FROM THE FAMILY

LANGUAGE DEVELOPMENT
• Phonetics
• Semantics
• Morphosyntax
• Pragmatics

ORDER OF ACQUISITION OF PHONEMES

• 1 p/ • 7.-/d/ • 13.-/ll/
• 2.-/m/ • 8.-/ñ/ • 14.-/z/
• 3.-/t/ • 9.-/l/ • 15.-/s/
• 4.-/b/ • 10.-/g/ • 16.-/x/
• 5.-/n/ • 11.-/r/ • 17.-/ch/
• 6.-/k/ • 12.-/f/ • 18.-/r/.

PHONETICS
A. 3-4 YEARS
Dyslalias occur:
• Alteration produced in the articulation of phonemes.
• Specific to the evolutionary development of the child

B. SUBSTITUTION
Another sound is made when inability to pronounce a phoneme. It can be in
the initial, middle or final position
• /rate/ house • /piruleta/ lollipop
• /data/mouse • /pes/ fish

C. OMISSION/DELETION
To cope with the difficulty of the phoneme, the child omits it:
• /gobo/ balloon • /songs/ songs
• /tevision/ television • /totuga/ turtle
• /camelo/ caramel

D. DISTORTION
An articulation similar to the phoneme is produced but not the appropriate
one.
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 • /shushes/ sweets • /graton/ mouse
E. ADDITION / EXPANSION
A new phoneme is added
• /valadora/ washing • /newspaper/newspaper
machine

F. ASSIMILATION
Change of one phoneme due to the influence of another that is in the
same word:
• /dads/ shoes • /difficult/ difficult
• /Pancoco/ neither

G. SYLLABIC REDUPLICATION
Repeat the initial or final syllable of a word:
• /tete/ pacifier • /bibi/ baby bottle

SEMANTICS
Meaning of words, phrases and speeches.
The first words usually refer to people, animals, everyday objects, events and ways
of relating to the environment.
 LEXICAL SUBSTITUTION → “I'm coming” (I'm coming)
 REPEAT → “That dog is baby baby” (small)
 THE TEMPORALITY → “Tomorrow after today we are going to the
cinema”
 LEXICAL CREATION → “That blouse is very wrinkled”

MORPHOSYNTAXIS
Set of elements and rules that allow you to build meaningful sentences
• SIMPLE SENTENCES:
• 1st COORDINATED AND THEN SUBORDINATED.
• USE OF PRONOUNS

PRAGMATICS
Use of language
• First functions
Draw attention
Name
Attribute
Say
• References present
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 • Specific topics

HOW FAMILIES CAN HELP ENCOURAGE THE LANGUAGE OF THEIR CHILDREN:

– PROMOTING GOOD HABITS
– BOOSTING YOUR LANGUAGE

HABITS
• THE HABIT OF FINGER SUCKING...
When sucking persists after 3 years of age, it usually produces significant
deformations in the occlusion.
Skeletal disorders may appear such as:
 Openbite
 atretic palate
 Lack of jaw development
 Projection of the upper jaw
The use of this habit after the age of 4
produces changes in the muscle tone of the
lips and buccinators, delays their maturation,
makes normal swallowing difficult and can
also affect phonation and breathing.
• PACIFIER USE:
The habit of sucking on a pacifier begins in the first
6 months of life and should be discontinued
around two years of age.
If this habit continues we can find ourselves with
bad dental positions and muscle alterations.
• USE OF THE BOTTLE:
“Baby bottle tooth decay.” They are so called because they appear when the
sugars they contain, the bacterial plaque, the bacteria present in the mouth
and the acidity when salivating are associated.
Malocclusions due to continuous use can deform the palate, many children
develop protruding teeth.
Crossbite: the lower teeth come before the upper ones, which will cause later
dental problems.
Otitis media: The horizontal position in which the baby takes the bottle affects
the ear and causes otitis media that is even repetitive. Some of the liquid
comes into contact with the hole where the Eustachian tube begins at the back
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 of the nose and irritates it or passes into the ear and prevents air from
entering.
• FEEDING:
From 18 months onwards, the child should eat solid foods, since chewing
develops the muscles of the mouth and, therefore, helps with correct
articulation.

GOOD HABITS
 BREATHING:
 Breathing type  nasal hygiene
 HEARING:
 REPEATED OTITIS  CHEW GUM

ENHANCE LANGUAGE
A. HOW CAN I HELP MY SON?
Offering a suitable model
 Dedicate time daily to talk with the child.
 Let the boy/girl express themselves in their own way.
 Listen to the boy and girl without interrupting them.
 You must ask for things correctly, we will not respond when you ask for
things with gestures or monosyllables.
 Do not respond in place of the boy or girl.
 We should not use simple and childish language and we should avoid
diminutives.
 We must avoid overprotection and give them responsibilities so that they
feel like an older child.
 We should not scold them when they speak badly, nor should we laugh or
imitate them. We will try to offer them an indirect correction.

B. ACTIVITIES AND MOMENTS FOR LANGUAGE:

 Learn riddles, songs, rhymes, strings, etc.
 Play onomatopoeia, imitating animals or actions with sounds.
 Tell stories and ask them questions about the characters.
 See picture books and photographs.
 Take advantage of everyday moments to start a conversation.
 I spy game.
 Mirror game, making faces or gestures.
 Blowing games, balloons, straws, pinwheels etc….
 Watching television: it is important to watch television with them and ask
them questions about what they have seen. (Good use of TV)
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  Put books within reach.

C. HOW TO ACT ABOUT BLOCKAGES?

When the child begins to make sentences, it can sometimes happen that he or
she becomes blocked:
 Give you time to answer our questions.
 Do not finish children's sentences when they have difficulty finishing them.
 Don't make them repeat.
 Do not show anxiety.
 Use a slow and calm rhythm, without exaggerating

POSSIBLE DIFFICULTIES
• SPEECH DELAY
• LANGUAGE DELAY
• PHYSIOLOGICAL STUTTERING
• HEARING IMPAIRMENT
• DISGLOSIA
• DIFFICULTIES IN COMMUNICATION

LANGUAGE THERAPY TREATMENT PLAN

AREAS TO WORK:
Expressive language (phonological area)
• Articulatory gymnastics
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• Breathing and blowing
• Verbal expression games
Comprehensive language (semantic, syntactic and pragmatic area)
• Attention and memory
• Body scheme
• Sensoperception
• Monosyllable Stimulation
• Stimulation of Semantic Fields

EXPRESSIVE LANGUAGE (PHONOLOGICAL AREA)

JOINT GYMNASTICS
Objective: for the child to gain better control and achieve correct mobility of his
tongue, lips and palate, which will help him pronounce better.
A. Language
1. The Cookie: when you try to eat this cookie it will stay stuck to the top of
your mouth, in order to eat it you must remove it by moving your tongue
upwards.
2. The escaping hottie; You must follow the chocolate with your tongue out,
until you can taste it.
3. The thirsty little dog; When a dog wants water, he sticks out his tongue a
lot. Let's do like the thirsty puppy by sticking out our tongue as much as we
can.
4. The sweet on your lips; you must follow the sweet with your tongue now it
is on the right... and now it is on the left.
5. Honey in your nose; You saw, we have honey on the tip of our nose, to
clean it we must stretch our tongue up a lot and reach the honey, let's do it
and try it.
6. Snakes, let's act like snakes, sticking out their tongues many times and
quickly.
7. Jelly Teeth; Show me your teeth, I will put jelly on the top ones, now you
can take it off but moving your tongue over them from side to side.
8. The car; The cars go run, run, run when it starts. How do they do it? Now
you teach me.
9. Guess what's in my mouth; You see how my cheeks stand out, as if I had a
delicious sweet. Now do it by touching the inside of your cheeks with your
tongue.
10. The little piece of tongue; I do it first and you see me in the mirror, we put
our lips upright and stick out our bent tongue, you see, now let's do it
together.
B. Lips
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 1. Kisses everywhere; Now we are going to throw little kisses to the sides,
pursing our lips, first to the right and then to the left.
2. The cabbage; I purse my mouth like a cabbage, then I kiss the sides like a
bunny. Now do it with me.
3. Happy happy; In front of the mirror I show you that I am happy, smiling
very much without showing my teeth, now show me that you are happy.
4. Sad; Let's play that we are sad, putting our mouths down.
5. Happy and angry at the same time; In front of the mirror, look what I do, I
make a happy and angry face. First making a big smile and then pursing my
little mouth because I'm angry.
6. The old men; We are going to act as if we were old people, putting our lips
in as much as we can and squeezing hard.
7. The sweet spoon Look what I have here is honey, now I will give you a taste
with a spoon and you must leave it very clean.
8. How do horses do it? Someone told me that they do this, see me in the
mirror vibrating my lips. Do it now too.
9. The sound of bubbles bursting; you know how it is? To know, you can put
your lips in without seeing any edge and then release them, we will make a
sound like /p/ and this is what the bubbles sound like when they burst
10. Like the little dog that steals things; You will have to hold this pencil only
with your lips, I will try to take it from you by pulling it and you have to
apply pressure to not let me steal it.
C. Palate
1. The watch; When the clock reaches twelve, a bird sounds: cuckoo, cuckoo,
cuckoo. Now you do!
2. Repeating; ang, ang ang… several times.
3. Now as babies we will do, water, water, water...
4. The barking expert; You know I had a little dog but he barked a lot and
didn't let me sleep, all night he made woof... woof... woof very loudly. How
did I do my dog?
5. The alarm clock animal; There is an animal that wakes up people in the
morning in the countryside, do you know which one it is? He is the rooster
and every morning he does kikiriki, kikiriki. How does he do it? Now you
teach me.
6. The lost Boy; Look, this child is lost and we have to give him a name, we will
call him Quique. What is the child's name? Quique you must repeat.
7. Gargle; We will gargle with grape juice glu, glu, glu… it will sound.

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 8. Pataka; I'll teach you a fun word, we'll start by saying /PA/, then /TA/ and
finally /KA/, then all together PATAKA, PATAKA. You repeat it with me.
9. The parrot; My parrot is lost, his name is KIKI. Can you help me name him?
10. Guess, is the animal with a long neck like a tree? (R) giraffe.
Try to make the /j/ sound louder.
Materials
 Pieces of hosts  Spoon
 Bonbon and sweets  Mirror
 Honey  Grape juice
 Jelly

BREATHING AND BREATHING

Objective: carry out activities so that the child achieves adequate respiratory
capacity, and this helps him to improve pronunciation.
1. The orchestra; Imagine that you are part of an orchestra. I will ask the child to
take a deep, regular nasal inhalation. To sound the trumpet you must exhale
quickly and continuously through your mouth.
2. The balloon: the child is asked to make a slow and regular nasal inhalation then
a rapid and continuous oral exhalation to inflate the balloon.
3. Your birthday; Imagining that we are on a birthday, the child is instructed to
make a slow, regular nasal inhalation then make a slow oral exhalation, cut into
three exhalations to extinguish the candles on the cake.
4. Shower of bubbles; When playing bubbles, the child must make a slow, nasal
inhalation, then to make the bubbles come out, he must make a slow, complete
mouth exhalation.
5. The pinwheel; You are asked to take a slow, deep nasal inhalation, then pause
briefly and perform a quick, complete oral exhalation to rotate the pinwheel.
6. When the stomach looks like a balloon; Put your hands on your stomach, you
should feel how it inflates when you breathe in, slow and regular, and how it
deflates when you exhale through your mouth, slow and continuous.
7. They scare mothers-in-law; You are asked to take a rapid and regular nasal
inhalation after a short pause. The inhalation must be oral, rapid and
continuous to make the mother-in-law scare sound, causing the eyelashes to
rise.
8. The gale; The child must inhale, deeply, quickly, then retain the air and the
inspiration must be oral, rapid and continuous, it will seem like a gale that will
even knock over this tower of cubes.
9. The Big Bad Wolf; Thinking that it is the wolf with little red riding hood, he is
asked to take a quick, deep nasal inhalation after a pause. The exhalation must

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 be oral, rapid and continuous so that he can vote for the small cardboard house
that is on the table.
10. The bear in your stomach; Lying down, a teddy bear is placed on his stomach.
Then you are asked to take a slow, deep nasal inhalation after a short pause.
The exhalation should be oral, slow and regular. You should notice that when
you do this the bear goes up and down on your stomach.
Materials
 Soap bubbles, glass, straw, tempera, balloons and wooden cubes.
 Pinwheel, mother-in-law scare, candles, matches, teddy bear and cotton balls

VERBAL EXPRESSION GAMES

Objective: To stimulate, through play, the ability to express orally as well as
stimulate correct pronunciation to achieve appropriate language.
1. Color lottery; This game is about recognizing colors, you will turn the color
wheel and sing the colors that will come out. The first one to fill their card will
be the winner.
2. Drawing and coloring; I will give you a sheet on which you can draw whatever
you want. At the end I will ask you about your drawing.
3. Animals; I will show you these images where the animals are and you must tell
me which ones they are.
4. The lottery; This is a game in which everyone has a cardboard with images and
then you will name these images and we must see if they are on our cardboard,
whoever fills it first will win.
5. The mouse; With this mouse puppet we are going to invent a story.
6. Distinguishing images; I will make groups of 5 images and I will mention one of
them to you and you must give it to me and repeat the name.
7. The puppets; Playing with the mouse and the cat we will make them stop
fighting and be friends, let's invent a story for them.
8. The doll in blue together we will sing this song:
I have a doll dressed in blue
little white shoes and tulle stockings.
I took her for a walk and she got constipated
I have her in bed in a lot of pain.
This morning the doctor told me
Give him syrup with a fork.
9. Around us; You have to be attentive, I will mention something that is here near
us and you must describe it to me, tell me what it is called, what it is for and
where it is.
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10. I see I see what do you see? I will gradually form this image, with the way I form
it you must describe to me what you are observing.
Materials
 color lottery  Puppets
 Leaves and crayons  Abacus
 color images  Puzzle

COMPREHENSIVE LANGUAGE (SEMANTIC, SYNTACTIC AND PRAGMATIC AREA)

ATTENTION AND MEMORY
Objective: Through a series of activities, it will be possible to maintain the child's
attention, as well as stimulate his memory capacity.
1. The puzzles; We will put together these puzzles from the smallest to the
largest.
2. Colored towers; We will make towers with these cubes, let's see who makes
them the tallest.
3. Stencils; I will give you temperas and a toothbrush and you must paint the
space that is inside, which is an animal, and then decorate it however you want.
4. Painting with watercolors; I will give you a sheet with an image and you will
paint with watercolors as you want.
5. Molding; With plasticine we will make animals, balls, pititas
6. Domino; We will play with this animal domino, I will give you some cards and I
will keep others. You start by putting the one you want on the table and I have
to look in mine for an image equal to the other.
7. Molding; With plasticine we will make animals, balls, pititas.
8. Accounts; You see this pile of figurines with a hole in the center, we must put
them on this tape. And if you want, we can make them into a necklace later.
9. colorful xylophone; We are going to make a melody with the colored
xylophone, I will tell you the colors you should play.
10. Imitating; I will show you a series of images in which a sad, angry, worried and
scared child appears. Then I will tell you which expression I want you to make
and you must remember the image.
Materials
 Puzzle  Domino
 Cubes  colored beads
 Stencils  Xylophone
 Tempera and watercolors  Expressions worksheets
 Clay

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BODY SCHEME
Objective: For the child to be able to locate and recognize the different parts of the
body both in himself and in other people.
1. The mobile friend; Look, we have a friend, you see that all his parts move, you
will help me name each one of them.
2. Identifying what is on our face; Now we will name only what we see on our
face. In front of the mirror I will name each of the parts in me and then you will
point them out in yourself.
3. Simon says; In this game I will be Simon and I will mention some parts of the
body and you must touch each of the parts that I mention.
4. Clothes; I will show you several images of different types of clothing and I will
tell you what part of the body they go on. Pay attention and then tell me.
5. Points on your body; I will mention a part of the body and so that you recognize
it I will put a big dot on that part
6. The little fingers; I will teach you the name of the five fingers of the hand, we
will stain the tip of each of the fingers to identify them. Number 1 will be the
thumb, index 2, ring 3, middle 4 and finally the smallest, the little finger.
7. Distinguishing the body; I will teach you that the body is divided into three
basic parts: the head, the trunk and the extremities. Now you show them to
me.
8. Enclosing the parts of the body in a circle; You see the child drawn on this
sheet, I will mention five parts of the body and you must circle those five parts
of the body of the child drawn
9. Body Puzzle; As we put the puzzle together I will help you say the parts we are
seeing.
10. Dressing the children; In this worksheet you have to dress the boy and the girl. I
will help you cut out the clothes and we will place them on the part of the body
that corresponds to the child.
Materials
 mobile doll  paper dots
 Work sheets  Puzzle

SENSOPERCEPTION
Objective: Stimulate each of the five senses, so that the child can identify colors,
sizes, flavors, smells, sounds, etc.
A. View
1. hidden animals; You must look closely at this image, there are five different
animals hidden. You must point me to where you see them.

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 2. animal pairs; As you see in this image there are several pairs of animals, in
each pair there is one large and one small. You must mark the largest
animal in each pair with an X.
3. Cube towers; We have many cubes, we will make towers classifying by
color.
4. Follow the point; I will show you this big red dot, I will leave it in different
parts of this room and you must always follow it with your eyes.
5. Color lottery; In this game, everyone has a cardboard with colored balloons.
If you want, you can turn the color roulette wheel to see which one comes
up, you say it and we see if we have it on the cardboard, whoever fills their
balloons with color first will win.
6. The figures; Look at all these figures, I need you to order them by shape like
this; all rectangles, all circles, etc.
7. Colored beads; We are going to play with the beads but this time you must
string all the ones of the same color on a single string like this; On the green
rope we will string all the green ones and so on with the other colors.
8. Animals; I will show you some images in which there are some animals, you
must point out which ones are big and which are small.
9. Searching; I will put inside this room a huge dot of a very strong color, you
must look for it and bring it to me.
10. Xylophone; You will play the xylophone according to the colors that I give
you, saying like this, red, red, green, yellow and blue. And we will make a
nice song.
B. Ear
1. The hidden clock; I will ask you to leave this room for a while, when you
enter you will hear a ticking sound somewhere and you must follow it until
you find the clock.
2. Auditory lottery; With the sound disk I will give you some images that
correspond to the sounds that we will hear, when listening to the sound
you must take the image that corresponds to the sound.
3. The instruments; You will turn around and I will give you these images, I will
play some instruments and you must raise the image of the instrument that
is playing.
4. Animals; I will cover your eyes and you will hear the sound of different
animals. When you hear it, you must tell me what animal you hear.
5. The rain; You have played make it rain with your fingers, it starts softly by
clapping with one finger, then with two, with three, with four and then it
gets very loud clapping with your whole hand.

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 6. The watch and the telephone; I will give you two images, one of a watch
and the other of a phone. I will make the sounds in sequence and every
time you hear the clock, you will raise the image of the clock. The same
with the telephone.
7. Songs; I will play a song for you, I will raise and lower the volume, when it
goes up you have to raise your hand and when it goes down you have to
lower your hand.
8. Ugly and pretty sounds; Listening to a record with many sounds, you must
identify which ones are pleasant, meaning that you like them, and which
ones you don't like.
9. Making silence; Quietly, let's identify the sounds that are around us. You
must tell me at least three things that you listen to well.
10. The sound images; I will show you several images and you must make the
corresponding sound.
C. Touch
1. The little box; Inside this little box there are different textures, put your
hand in and touch the first object you find without taking it out, you must
tell me what it is or how it feels.
2. What do you feel? You will sit in this chair, I will cover your eyes and touch
you with different objects, you must tell me what you feel.
3. Smooth and rough; In this worksheet you must fill the drawing of the pillow
with cotton and on the stone you have to paste sand so you represent the
texture of each one.
4. Shells; I will tickle different parts of your body and you have to tell me if it
really makes you laugh or not.
5. Cold and hot; With your eyes closed I will put objects in your hands that are
hot or cold and you must identify them.
6. Pressure or not? I will put pressure on your little fingers and you tell me
which ones you feel the pressure on the most.
7. Drinks; In this other worksheet there are images of drinks that are drunk
cold and that are drunk hot, you will tell me which ones are hot and which
ones are cold and I will help you circle them. Then you can color them.
8. Which one weighs more? On the table is a feather and a stone, you can
weigh them if you want, but tell me which one weighs and which one
doesn't.
9. The texture bag; I will take out many objects from this bag and you must
classify them by whether they are soft, rough, light or hard.

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 10. Does it weigh or not? I will give you several bags all filled with different
things, you must make two groups, on one side those that weigh and on the
other those that do not weigh.
D. Smell
1. Like puppies; You have seen that dogs recognize smells from afar, place
food inside the room, but your babies follow the smell until they find it.
2. Do they smell or not? I will show you several images. When you see an
image that smells bad, you must pass your hand near your nose as if to say
ugh. And when something smells delicious you should smile.
3. Ugly or rich smells? With your eyes closed I will put various smells near your
nose, you have to tell me if they are ugly or delicious for you.
4. Knowing the smells; There are several objects on the table, each one smells
different, as you smell them I will tell you what it is.
5. What does it smell like? I'll ask you to leave the room for a while, when you
have to tell me what it smells like. (While it comes out, vanilla air freshener
will be applied and you will have to recognize or at least say that it smells
sweet.
6. Fruit smells; With my eyes closed I will put cream of different smells on
your hands, but they are all fruit so you must tell me the fruit it smells like.
7. Stuffy nose; We will pretend that we are sick for a little while, we will hold
our nose and try to smell various objects, you must tell me if you really
managed to smell a smell.
8. Smells? I will not apply anything inside the room, and you must tell me if
you find any special smell or if it does not smell like anything.
9. Closed eyes; With your eyes closed and with five things that smell on the
table, I will ask you to smell them all and give me one in particular so I will
see if you can distinguish the smells.
10. Handyman; I will apply two different things to your hands, you must
identify the smell of one hand and the smell of the other with your eyes
closed.
E. Taste
1. Caritas; You will stick out your tongue and I will put different flavors on it, if
you don't like them you should make an ugly face and if you like them you
should smile.
2. The flavors; I will teach you the 4 basic flavors, we will try salt which has a
salty flavor, a chocolate which is sweet, lemon which is acidic and coffee
which is bitter.

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 3. The flavors without seeing; With your eyes covered, I will give you a taste of
the sour, bitter, sweet and salty flavors. You must identify it at home,
something that will give you a try.
4. Do they know or not? With your eyes covered I will give you 6 things to try,
3 of which don't taste like anything. You should raise your hand when you
don't feel the taste.
5. Recognizing flavors; I will show you these images, you must point out the
ones that taste sweet and the ones that taste salty.
6. Testing; We will try many flavors and you should choose the one you like
the most.
7. The icecream; To identify that the flavor of the ice cream is sweet, take the
crayon of the color you like the most and we will follow the points on this
sheet, you must form an ice cream when finished.
8. ummmmmmm; I will only give you sweet flavors to try, but they are all
different and you must tell me what they taste like or what they are.
9. Right and left; I will put honey on the right side of your lips and chocolate
on the left side. With your eyes closed I will ask you to move your tongue
and identify what flavors they are.
10. images of flavors; On this sheet there are different foods, with my help you
must circle those that taste delicious in a red circle and those that taste
ugly in blue.
Materials
 Various image sheets  Animal sounds game
 color lottery  Various images
 paper point  Bags of different weights
 Clock  Hot and cold objects
 sound discs  Bag with different textures
 Tape recorder  spices
 picture cards  Accounts
 Instruments  Xylophone
 Towers of cubes of colors and  Different smells
sizes  Different flavors

STIMULATION OF MONOSYLLABLES
Objective: through activities, small words will be stimulated to improve the child's
communication.
1. I; The child's mother will be asked to provide a photo of him, then the child will
be shown the photo and if the child is not able to recognize himself he will be
told: that's you. Then the trapista will stand in front of the mirror and pointing
to herself she will say that's me, then the child must stand in front of the mirror
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 and recognize and name himself I (he is asked to repeat several times). Finally
you are shown your photograph and you should be able to repeat ME.
2. She; You see on this sheet there are two people, a man and a woman, to talk
about a woman we say she (the woman is pointed out). Now point out which of
these two people you see is her.
3. He; Now on this sheet there is a boy and a girl, as the girl is called she, the boy
is called he (point to the boy). Now I want you to paint him.
4. Yours and mine; You see this sweater, you brought it so it is yours, you see this
shoe (the child's shoe is pointed to) it is also yours (the child is asked to repeat
yours several times) because you are wearing it. Now show me and tell me
what else is yours. Now you see this pencil, who has it? I have it, that's why it's
mine (I'm asked to repeat mine several times). She is then shown more objects
from both her and the therapist and must identify them as yours and mine.
5. Wanna; The child will be given a picture to color, but crayons will not be given.
You will then be asked Do you want the crayons? He will make signs if he wants
but it will be repeated several times I want, I want and they will not be given
until he can say it. This will be done with the toys or objects that the child
wants to use.
6. Give to me; The child will be given an empty glass, shown the bottle of water
and asked, Do you want? And you will be asked to repeat gimme (several
times). Until the child can say gimme, he will be taught that by saying it he gets
what he wants. The same will be done with different objects that the child tries
to ask for.
7. Further; I'll give you some juice in this glass, have you had it yet? Do you want
more? (The child is asked), if you want more, more, more, repeat with me and I
will serve you more.
8. Yes and no: the child will be given a sweet to try first, and they will be asked:
Did you like it? The child will sign to say yes in some way, but yes, yes, yes will
be repeated several times so that he can say it. Then he will be given a taste of
lemon, in some way the child will have to indicate no, but no will be repeated
several times so that he can say it. Then YES and No will be reviewed, and then
the child will be given the same flavors to try.
9. Nothing; The child will be shown two boxes, one full of candy and the other
empty. You will be taught that when something is empty it is because there is
NOTHING, you will be made to repeat the word and you will be asked: What is
here? (and points to the empty box) the child must say nothing.
10. Much and little; Two jars will be placed on the table, one full of bean kernels
and the other half-filled. The child will be taught that the jar that is full is
because it has MANY grains and the child will be made to repeat the word.
Then he will be taught that the jar that has grains half full is because it has few

16
 grains. He will be made to repeat the word LITTLE. Then the jars will be pointed
out to him and he will have to name a little and a lot.

Materials
 Mirror  Juice, water and glasses
 Boxes and sweets  Worksheet
 photograph of the child  Human Resources
 Objects  Bonbon and lemon
 Crayons  Jars and beans

PROPRIOCEPTIVITY
Objective: Improve balance and manipulation of objects, through activities that
will be carried out with and without the help of sight.

1. Like crab; Let's walk backwards carefully, like crabs

2. Like in the circus; Let's imagine that we are walking on a tightrope, I will draw a
line on the floor and you will walk straight on it. You do it once and then I'll
cover your eyes and you'll do it like this.
3. The boxes; With your eyes closed you must transfer the objects that are in this
box to this other box.
4. Following the lasso; I will cover your eyes and take you to another place but
following the lasso. When you reach the other side you will find a surprise.
5. On tiptoe; We are going to walk on tiptoe on this line drawn on the floor.
6. Passing objects; We will stand between these two tables, I will cover your eyes
and you will pass the box that is on this table to the other.
7. Follow my voice; I will cover your eyes and I will talk to you. You must follow
my voice and we will get somewhere else.
8. Statues; We are going to play that we are statues, we are going to run down
the hallway for a while and when I say “statues” we are going to stop and stay
in the position we were in and we cannot move. Then we will continue when I
keep moving.
9. The obstacles; We will make a path but there are several objects you must pass
without running into them.
10. The bear in your head; I will put this teddy bear on your head and you must
walk on this line without throwing it away.

Materials
 Masking tape  Ribbon  Cones
 Boxes  Objects  Teddy bear
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STIMULATION OF SEMANTIC FIELDS
Objective: Stimulate familiar terms for the child, so that they can identify and
mention them. Through images and objects.
The jobs:
1. Seamstress; This person, as you see, makes clothes. It is responsible for making
the clothes to your size and leaving even the smallest button in its place.
2. The boot shiner; You can see these people in the parks cleaning people's shoes.
3. The domestic worker; Almost everyone has one in their house, these people
are very good and they help mom with things around the house, they clean
every corner.
4. The milkman; He spends the mornings with hot milk knocking from house to
house so that you can have a huge glass of fresh milk for breakfast.
5. The Baker; He wakes up early to bake so much bread, he makes large and small
ones so that you can later buy the ones you like the most.
6. The gardener; She spends the whole day in the garden, taking care of the most
beautiful flowers.
7. The washing woman; wash, wash and wash with lots of soap so that your
clothes smell delicious and have no stains.
8. The tortilla maker; ummmmmmm! Prepare the dough early, so that at lunch
you can enjoy some warm tortillas.
9. The bricklayer Carefully build whatever you want from a small house to a large
castle.
10. The Carpenter; With his friend the saw he spends all day cutting wood to make
beautiful furniture.
* The child will be given a coloring book about the trades, while the child colors and
observes the drawing, they will be described what the person does.
This will stimulate the following fields:
 Fruit  Food  sports
 Vegetables  Locker room  seasons
 Animals  Transportation
 Professions  public servers
Materials
 Images  Coloring books
 Objects

STIMULATE LANGUAGE

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Currently, a high number of children are diagnosed with language delay and
disorder; there is constant talk about the convenience of going to a specialist since
early detection and treatment are essential.
The child's evolution largely depends on the work carried out by the specialist.
However, working with parents is a priority ; informing them about how language
is stimulated and about their child's treatment objectives is a fundamental part of
the treatment.
The following guidelines are general, very useful to establish a positive
communicative exchange. This is the basis to later work at home, guided by the
specialist, on more complex treatment objectives.

HOW TO TALK TO THE CHILD?

1. Adapt our language to the child:
Speak slowly without modifying our intonation, marking the sounds, especially
the sounds that have not yet been produced or are mispronounced.
Mark all the words within the sentence, especially the function words since
attention to language is not very mature. “the girl rides IN THE car”
Take into account the objectives that we are currently working on and
emphasize this type of production when addressing the child. This will be your
baseline and we will adjust the statements to the objectives. It is important to
offer organized grammatical structures that are low in complexity since initially
it is easier for them to learn these models.
Talk about your interests and what we share in the present moment.
2. Promote communicative exchanges:
Establish periods of interaction alone or through a routine activity or game.
Listen to what they want to tell us, being patient and receptive (avoid showing
concern). We must give them time to express themselves calmly and establish
eye contact by putting ourselves at their level.
It is important not to answer for him and let him express himself
freely.

STIMULATION TECHNIQUES
They are techniques that we use to make indirect corrections since direct
corrections are aversive. Remember that the important thing is that the child pays
attention to our models and repeats them, but we do not have to ask them to do
so.
1. Expansion : the child verbalizes and the adult repeats (nodding) the child's
statement, expanding it.
 Child: “Broken car”
 Adult: “if the car has broken down”
2. Request for clarification : through a question or comment we show the child
that we have not understood him. "I haven't understood well" what?...or taking
his words back in the form of a question.
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  Child: “oto aso”
 Adult: “aso”?
 Child: “glass”
It is important to use this technique only if we know that the child can make an
effort, repeat it and correct it.
3. Indirect correction : the adult returns his corrected utterance to the child
 Child: “oto aso”
 Adult: “Of course, the glass broke.”
4. Indirect questions : these are questions so that the child, when responding,
gives the correct answer and corrects them.
 Child: “aso oto”
 Adult: “Oto or broken glass?”
 Child: “broken”
5. Direct question : what is this? What are you doing? When asking direct
questions, it is advisable not to appear directive but rather interested in him
telling us something that we do not know.
6. Imitation : playing puppets or watching a story. We encourage you to help us.
 Adult “wolf, don’t eat me!” “help me” “tell the wolf”
 Child “don't eat me”
 Adult “wolf you are bad!”
 Child “you are bad!”
7. The adult speaks out loud about what he is doing and offers the child a simple
language model, without asking for a response, just captures his attention and
offers the model.
“the table has broken” “I'm going to sleep” “I'm painting a big house”
8. Parallel speech : when the child is performing an action, the adult talks about
what the child is doing, accompanies the child's actions with clear and simple
verbalizations
The child is playing with a doll and has fallen: “this child has fallen and can't get
up!”
9. Dad or mom make mistakes : we do something wrong, we say something
stupid or we don't find something. It is striking for children and they
spontaneously verbalize

GAMES
We enjoy the game, without explicitly asking the child to talk to us, we share these
moments and apply the stimulation techniques learned. Initially he is the one who
directs the game (we show interest in the game he plays, we follow him) and we
introduce our ideas without being directive, we suggest. It is important to
remember that the best (positive) reinforcement is natural reinforcement, which
comes from the communicative exchange, a kind word, a smile or a nod are very
powerful reinforcements.
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 Encourage him to change games to avoid routine.
 Promote role-playing games based on everyday experiences with the help of
materials such as puppets, stuffed animals and others.
 Encourage interaction games; The adult does or says something and the child
responds with an action or word.
 Encourage him to participate in regulated games.
 Encourage drawing together.
 Play imitation games.
 Encourage him to imagine what other children (dolls) may feel.
 Teach him to share.

LANGUAGE DISORDERS: LANGUAGE DELAY

Language delay is called the non-appearance of language at the age at which it

normally occurs, as well as the permanence of linguistic patterns that would be
typical of younger children beyond what is normal.
Let us remember that language is the ability to exchange more complex and
abstract information through a code of signs .
However, in language delay the different degrees based on the relationships
between causes, symptoms, clinical forms and treatment do not occur in a clear
and continuous manner.
Below we will talk about specific symptoms, causal factors, assessment and
treatment of language delay.
We differentiate three levels of severity, with different symptoms, whose limits are
diffuse and depend, in addition to the symptoms, on the age of the child:

MILD LANGUAGE DELAY

 What is most striking are the different substitutions that the child makes to
change some sounds that are difficult for him to pronounce, for others that are

21
 easier (for example, instead of “face” say “each” or change “fire”). ” for
“fuebo”). These changes are known as phonological simplification processes .
 Their semantic level is slightly lower than in children who do not have language
delay. Your understanding, on the other hand, seems normal.
 Morphosyntactic development is at a normal level; Their emissions are usually
perfectly understood.
 At a pragmatic level , no distortions or special difficulties are noted.

MODERATE LANGUAGE DELAY

 The phonological processes of simplification are more evident and numerous.
 The poverty of expressive vocabulary at a semantic level is already noticeable:
they name familiar objects, but they do not know the names of objects and
concepts known to children their age. Understanding seems much greater,
although this is usually in the child's closest and most familiar environment.
 At the morphosyntactic level , questions, negations... are present, while in the
signs of the nominal category (gender and number) and verbal (morphemes of
time...) is where the deficit is appreciated. However, where the delay is most
appreciated is the distortion of articles, few prepositions, development of a
simple sentence structure...
 In pragmatics there are abundant orders and “verbal gestures” to call
attention; little initiative and few social forms of initiating conversations, which
are choppy.

SEVERE LANGUAGE DELAY

 The phonological patterns of these children are reduced to a minimum
repertoire of consonants (/m/, /p/, /t/, /n/), vowels (/i/, /u/, /a/), structure CV
word (Consonant+Vowel, for example /ma/) and CVCV (for example /mama/).
Understanding, therefore, is difficult if not through context. The area of
meaning is small in quantity and quality.
 Its syntax is similar to that of the very primitive stages: words that function as
words (holophrases), telegraphic speech (baby shoe, big ball)...
 From the pragmatic point of view, an egocentric conversation is perceived. It
must be interpreted by context, since there are no appropriate resources.
It may be difficult to assign a child with language delay to one category or another,
but its use in getting an idea of prognosis is obvious.

POSSIBLE CAUSES OF LANGUAGE DELAY

Although there is an apparent absence of causes in language delay, there must be
conditions, either of the child himself or of the situation in which language learning
occurs, that are different from those given in normal acquisition.

22
 Neurobiological factors : genetic factors, brain dysfunction syndromes,
perinatal aggressions, hearing loss due to otitis in the middle ear between two
and four years...
 Cognitive factors : in these children, from a general point of view, there are no
disturbances in intellectual development.
 Motor factors : in the emission of language there must be great agility of the
phonoarticulatory organs (mouth, tongue...). Incorrect exercise makes this
learning difficult.
 Psychosocio-affective factors : these include emotional relationships with
parents, cultural level of the environment, child's personality, poorly integrated
bilingualism, jealousy with a younger brother, overprotective attitude of
parents...

ASSESSMENT
When evaluating language, we take into account that it is composed of three
dimensions, which will be the object of study: the form (how a spoken message is
said; we include the phonetic-phonological level and the morphosyntactic level),
the content (what is said ; it is the lexical-semantic level) and the use (what use is
given of the language, in a context and for certain purposes; here we include the
pragmatic level).
 Phonetic-phonological level : when talking about phonetics we refer to sounds
as such, while phonology studies phonemes. They seem like the same thing, but
they are not; For example, with the words "bed" and "house", phonetics would
be in charge of all the sounds that when joined and articulated correctly form
each word, and phonology would focus on phonemes for their value as
elements that allow us to differentiate a word of the other.
 Morphosyntactic level : refers to the grammar or structure of the language,
that is, the order in which the different parts of speech are presented in a
sentence. Its primary function is to combine the words of a certain language to
form sentences. At their simplest level, sentences are made up of subject, verb,
and predicate.
 Lexical-semantic level : refers to the meaning of what is said. The units at this
level are words and morphemes (small particles included in many words, which
in isolation do not mean anything but which together with a root make the
statement provide one or another information; for example, the word “little
house” means a small house, and is the product of the union of the root
“house” and the morpheme “-ita” which means small, although if we use only
“-ita” we are not saying anything). Here we would also include the vocabulary
or lexicon.
 Pragmatic level : refers to the social and interactive use of language. It is real
life communication. This is a very important aspect because, ultimately, it is
what makes a person use language appropriately to communicate with other
23
 people through conversation. It includes numerous aspects such as the use of
gestures in communication, facial expression, eye contact, and the purpose of
the conversation.

TREATMENT OF LANGUAGE DELAY

The treatment will be focused on both the child and his parents since sometimes
it is necessary to modify certain attitudes (overprotection, little stimulation...) and
teach techniques that help stimulate language in your child (in a post we will detail
what these techniques consist of).
It is advisable to start re-education as soon as possible, since it has been shown
that if there is early delay, language delay will show later, along with socialization
difficulties.
It must also be taken into account that children with language delay are much more
likely to have difficulties in learning to read and write. This risk situation is all the
greater the older the child is.

CONCLUSION
Language delay is an achronopathy; that is, a gap between the child's language and
his or her real age. Depending on the components that are affected, it will be a
mild, moderate or severe language delay. Likewise, it is advisable to start treatment
as soon as possible, both directly with the child and by giving guidelines to their
parents.
If you have any particular questions about language delay, don't hesitate to ask in a
comment. We will try to help you as much as possible.

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 CHILDREN WITH SPEECH DELAY: TREATMENT

The sooner a child with speech delay is diagnosed and treated, the better the
outlook.
Neurodevelopmental pediatrician Dr. James Coplan created an important early
language scale to measure children's speech from birth to 3 years of age.

HOW LANGUAGE DEVELOPES

"Children begin to understand most of what they hear around them within the first
year of life," explained Diane R. Paul, clinical director of speech-language pathology
at the American Speech-Language-Hearing Association.
Children under one year old "begin to use single words and follow simple directives
and point to parts of the body and listen to simple stories."
At two years old, they begin to put words together; At 3, they should create
sentences of at least three words. The first expressions may be simple, but what
produces them is very complex. When a child does not achieve those goals, there
are a multitude of reasons.”
Coplan, who is also the author of the book Making sense of Autistic Spectrum
Disorders, Random House, 2002, states that speech delay within a very broad
context, ranging from cognitive to the communication.

QUESTIONS
The first question to ask yourself is whether the child can hear. Tests detect
progressive or acquired hearing loss.
The next question: what about the rest of the child's development, is it
of a global delay?
"There will be a delay in receptive language, in the use of visual skills, such as
pointing; adaptive skills, such as using a spoon or a crayon. An 18-month-old child
who does not follow orders, who does not take the spoon, indicates that we are
facing a global delay," says the author.

NEURODEVELOPMENT
Speech and language are early clues to identifying neurodevelopmental disorders,
including various forms of autism. Not all children with autism have delayed
speech, although they often do not use words to communicate; “Such a child may
have memorized the alphabet, says Coplan, but without having learned to say
"mom" or "dad."

25
STIMULATION
Regarding the environment: does anyone talk to the baby? Is there something
getting in the way, perhaps a chaotic home, or a severely depressed parent? Both
speech and language require stimulation.

TIPS FOR PARENTS

“Pediatricians should not stop at saying that boys take longer to speak than girls or
that younger siblings take longer than older siblings. These factors respond to a
normal variation, but it is not enough to explain that a minor does not reach the
essential levels,” says Cogan.
Dr. Paul, for his part, offers some general advice for parents who want to improve
their children's speech and language: "Talk to your child about what interests him.
Read to him often. If you are in a bilingual home, speak and read to him in the
language in which he feels most comfortable. Speak clearly and naturally, and use
real words. Show interest when your child speaks. And above all, listen to what
your child is telling you.
 Spend a lot of time communicating with your child even as a baby; talk to him,
sing to him and encourage him to imitate sounds and gestures.” Even more
explicitly, it provides expanded suggestions.
 “Read to your child starting at 6 months. You don't have to finish the entire
book; Look for age-appropriate picture books that invite your child to look
while you name the pictures.
Try to start with books that your child can imitate movements in or that feature
textures that your child can touch. When your child is older, let him point out
pictures he recognizes and try to name them. Then you can read children's
poems, which have the appeal of rhyme.
Continue with books that allow the child to predict what will happen. Your child
is likely to memorize their favorite stories.”
 Take advantage of daily situations
“Take advantage of everyday situations to reinforce your child's speech and
language. Talk to him throughout the day. For example, name the foods at the
grocery store, explain what you do while cooking or cleaning a room, point out
objects in the house, and while driving, point out the sounds you hear. Ask him
questions and show him that you are attentive to his answers (even if it is
difficult to understand them). Use simple vocabulary, but never speak in half
language or baby talk.
CONTACT A THERAPIST
“It is essential that an early evaluation be performed by a professional (called a
speech and language therapist or phoniatrist).
This professional evaluates the following:
 what the child understands (called "receptive language");

26
 what it manages to express (called "expressive language");
 if you try to communicate in other ways, such as pointing, shaking your head,
or making gestures;
 their oral motor skills (how the mouth, tongue and palate work together to
speak, eat and swallow).
Parent involvement is very important. They must observe the sessions and learn to
participate during the process. The professional shows how you can work with the
child at home to improve his or her speech and language skills,” says Paul.

MOTOR EXERCISES TO STIMULATE VERBAL LANGUAGE

We often wonder why my son, who has been in therapy for so many months,
continues to mispronounce? This is because decreased or increased muscle tone
often contributes to the malfunction of the anatomical structures that allow proper
pronunciation. For this reason, I am going to detail some exercises that will help us
improve this muscular aspect:

MUSCLE EXERCISES:
When the child has an obvious delay in the production of phonemes, the following
suggestions can be applied. It is convenient to perform these exercises by sitting
the child in front of a mirror.
27
A. FOR LIPS
 Deflect the corner of your mouth as strongly as possible to the left and then
to the right.
 Stretch your lips forward as if to make the kissing grimace.
 Carry out the movements indicated above, with your lips together, parted
and open.
 Deviate your jaw laterally as much as possible, keeping your lips together.
 Open and close your lips faster and faster, keeping your teeth together.
 Press your lips together, strongly.
 Lower your lower lip, clenching your teeth tightly
 Biting your upper lip and finally biting both at the same time
 Make a sideways grimace despite resistance from the teacher's index finger.
 Position the lips to produce phonemes, using pictures of the different points
of articulation of each phoneme.
B. FOR THE CHEEKS
 Puff out your cheeks, simultaneously
 Puff out your cheeks, alternately, passing through the resting position;
Perform it, alternately in 4 times of 5 repetitions.
 Inflate them, alternately, without going through the rest position, in two
stages.
 Enter the cheeks between the jaws
 Puff out your cheeks, despite the opposition of the teacher's fingers.
C. TO SPEED UP THE TONGUE
 Stick out your tongue and raise it as high as possible and then lower it as far
as possible.
 Move the tip of the tongue laterally to the left and right sides
 Repeat the previous movements in two, three and four counts
 Describe a circumference outside the mouth with the tip of the tongue, first
slowly and then continue more quickly
 Place the tip of the tongue at different points on the palate and return it to its
natural position. (help to become aware of the different points of the palate,
touching it with an appropriate implement such as a swab or thimble)
 Inside the mouth, move the tongue in all directions
 Pass the tongue between the teeth and between the lips from left to right
 Keeping the tip of the tongue resting behind the lower incisors, extend the
middle part of the tongue as far as possible.
28
  Emit the phonemes /n/, /d/, /t/, /r/, /l/, /s/, /ch/ and ask him to observe that
when he emits them he does not close his lips, but rather places the tip of his
tongue on the palate.
 Have the phonemes uttered: /k/, /g/, /j/ and ask them to observe that when
producing them they do not close their lips or use the tip of their tongue. It
can be explained that these sounds are produced behind the tongue
 Alternately sticking out and inserting the tongue, at first slowly and then
more quickly
 Open the mouth and stick out the tongue and stick it to the middle part
against the incisors and then against the lower ones.
 Touch the underside of the cheeks alternately with the tip of the tongue.
 To blow (Stimulates the perioral and cheek muscles)
 Blow on all types of toys or musical instruments and ask them to hold the air
for as long as possible.
 Make bubbles.
 Inflate balloons.
 Playing with pieces of cotton, the child must blow to hold it in the air.
 Ask him to blow on a Styrofoam ball or other small objects on a flat surface to
make the ball run.
 Blow out candles, gradually moving them away. To adjust the strength of the
blow, you are asked to blow enough to move the flame without extinguishing
it.
GUIDE TO LEISURE ACTIVITIES
TO STIMULATE LANGUAGE IN CHILDREN FROM 0 TO 5 YEARS

FOREWORD

Language has a close relationship with play. Through this, the child organizes his
behavior, his mental activities and vice versa, the game allows the child to expand
his expressive and comprehensive language, achieving in this interrelation a
complete language development.
Play is the child's natural means of learning, through which he creates and
recreates situations of daily life from which he takes knowledge, experiences,
socializes and learns to resolve situations.
Play is a fun and enjoyable activity that allows the child to interact and associate
ideas to form logical judgment and complete thinking.
The objective of play therapy is to provide the child with a positive experience of
growth in the presence of the therapist who offers help, the goal will be to increase
29
the child's ability, the game allows him to be successful and satisfied with himself in
learning. himself, at the same time better develops his skills. Play serves as a means
to help the child learn to relate to others appropriately and to acquire new
behaviors.
The systematization of recreational activities reflected in a guide for language
professionals and therapists gains importance and becomes a useful tool for the
application of the techniques of this profession to stimulate the proper
development of language. This will allow the child to be given the opportunity to
acquire it when this is not possible due to different circumstances. The guide
proposed in this work contributes to the training of students of the technical career
in language therapy and to the approach to the professional performance of the
career.
The application of the procedures suggested in the guide to recreational activities
to stimulate language in children from zero to five years old complies with the
postulate that play is the ideal medium for learning in children and is also a useful
tool in application in speech therapy.

CHAPTER I

INTRODUCTION

The role of language in human beings is of vital importance since this is the means
by which they achieve communication, the expression of feelings, establishing
emotional bonds; Through it you increase your knowledge and thus develop
thinking skills, it is the most important means for social contact.
The establishment and exercise of activities that stimulate language in children
from the earliest ages (0-5 years) is essential since this will translate into a
comprehensive formation of their potential.
This research work aims to be an auxiliary reference guide for students in their final
year of the speech therapy degree and practicing professionals. This guide
describes step by step the procedure of recreational activities that stimulate
language.
The guide provides suggestions in which the student or professional can adapt
them according to their needs. It includes exercises to stimulate the comprehensive
area (memory, attention, proprioception, perception, among others) and the
expressive area (exercise of the organs involved in the production of phonemes,
games that stimulate verbal expression). These areas are fundamental in the
language acquisition process.

30
The recognition of the needs that students and professionals face daily when
stimulating language in terms of bibliographic references for use, was taken into
account through questionnaires that we applied and the collection of testimonies.
This guide serves as a contribution to the language therapy career that does not
have guides for recreational activities that are within the reach of the student and
professional, so its consultation is beneficial.

THEORETICAL FRAMEWORK
CHILDHOOD FROM O TO 5 YEARS
The importance of language in the development of the child is fundamental during
the first five years of life since through this they acquire knowledge and increase
their intelligence. Therefore, it is important to know what language is, its historical
background, its stages, the development of the child in general to have an idea of
what to expect from children at certain ages, as well as knowing the role of play in
the stimulation of language. .

a. THE DEVELOPMENT OF THE CHILD FROM BIRTH TO 6 MONTHS

During this period the child's neurological system continues to develop
motorally and sensorially. At three months the child imitates, repeats events
that have occurred accidentally and begins to develop the concept of the
object, this being one of the fundamental aspects of cognitive development; In
his personal relationships, at first the child shows many attachments but in the
end he only shows strong affection towards one of the parents, which in most
cases is the mother.
Towards the fourth or fifth month, the separation-individuation phase occurs as
a normal development process; it is a crucial moment in the development of
the Self and object relationships. And a characteristic medium of this period is
the anxiety of separation and individuation, which are conceived as two
complementary developments: separation is the emergence of the symbiotic
fusion of the baby with its mother; Individuation consists of those
achievements that lead the child to conceive his or her individual
characteristics.
Around six months, this phase of separation-individuation manifests itself with
different behaviors: he pulls his mother's hair, ears, nose, puts food in her
mouth, and draws his body back and scrutinizes her. and to the environment.
Changes occur during maturation: the brain grows, the nervous system
develops, the child has better muscular control of all his body parts and his
bones become harder.
b. FROM SIX MONTHS TO TWO YEARS
The child's motor skills progress steadily from crawling to walking to running.
Regarding the cognitive aspect, the child is still in the sensorimotor period, and
still depends on action and not on a broad internal representation. However,
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 there is a tendency towards systematic experimentation. Interpersonal
relationships during these first 18 months are still focused on adults, although
there is also a certain dispersion of attachments.
At the end of this period, the child begins to have a certain concept of himself
or at least of his own body and his name. The child is already capable of making
rapid cognitive advances because language has begun; It is also said that the
child begins to speak thanks to the cognitive progress made by him.
At two years old, a change also occurs in interpersonal relationships, since the
child begins to focus more on his or her peers and less on adults.
c. FROM TWO TO FIVE YEARS.
This period is a transition period. Between two and five years old, physical
growth is rapid, but not the growth of the neurological system, which is slower.
The child coordinates his movements better, is better able to control his own
body and develops a variety of skills to care for himself, such as dressing
himself or going to the bathroom alone. The child asks for independence in his
interpersonal relationships, perhaps because in this period he is capable of
doing things by himself and for himself. He pays more attention to his peers
and interacts less exclusively with adults.
In the cognitive field, there are no drastic changes. The child continues to
progress gradually, losing a little of his egocentrism, developing the rudiments
of classification and fewer individual forms of internal representations.
The most important changes during this period are probably changes in
interpersonal relationships, which include the approach to peers and the
identification process, but perhaps these changes are linked to cognitive
changes.
At three years old, in his motor development, he walks well on tiptoe, he runs
accelerated and decelerated; overcomes obstacles and curves without
difficulty; climb the stairs with both feet; jumps 12 inches; can ride a tricycle.
The grammatical complexity of the expressions is already that of adult
colloquial language, although with mistakes.
Around ages 3 and 4, the physical separation between mother and child
increases with improved coordination and body skills. He can now jump on a
rope; he jumps on his right foot, picks up a ball in his arms, walks in a straight
line.
At this stage the child can move around easily and enjoy it. As the child's world
is enlarged by his locomotion, his physical attachment to the mother inevitably
weakens and his relationship with objects and people increases.
At five years old another important point is reached: the child has consolidated
a whole series of achievements and is on the threshold of a whole set of new
knowledge.
The most important changes belong to the cognitive domain; the symbolic
function is developed: solution of intuitive problems; thinking characterized by
irreversibility, centering and egocentrism.
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HISTORICAL EVOLUTION OF LANGUAGE
There are two fundamental theories recorded in the history of science about the
origin of language: one is the onomatopoeic theory and the other is the theory of
interjections.
The onomatopoeic theory indicates that words emerged when man began to
imitate the sounds of the world around him. In history, science records that the
origin of primitive language was onomatopoeic, that is, to what extent the words
were united by imitating the characteristic sounds of the objects and actions
designated by them, but that role was very limited and not determined the line of
language formation. Onomatopoeia is supposed to intentionally give a name to
objects and phenomena by separating one of the characteristic properties of the
given object from those that impress the ear of primitive man.
The theory of interjections explains that language was born from the sounds
emitted spontaneously by man when expressing his emotions. When talking about
the conditions that made man's ancestors feel the need to communicate, they felt
impeded when communicating with others, when working collectively to satisfy
their material needs, thus it was considered that language arose in the joint work
process. The sound stimulus, from the point of view of association, was linked in
the man's brain with the visual image of the object. A link was formed and
strengthened between the image and idea of the sound-producing object, the
auditory image of it and the kinetic sensations of the phonomotor apparatus.
Language was born as a necessary instrument for men's relationship with nature
through the links that arose and were consolidated between them in the process of
work, of the collective hunting of large animals. Primitive man used all the
possibilities at his disposal to satisfy his great need to communicate.
Due to its physiological and psychological mechanism, language arises as a result of
solidly recording in the brain conditioned reflex connections or associations
between a certain sound that the man heard, pronounced, a muscular movement
of the organs of speech, the image of the object that caused the given phonic
reaction and, in the end, the impression of the consequences that the emitted
sound gives rise to, animal-type sounds became primary language.

A. BASIC STAGES OF LANGUAGE ACQUISITION IN HISTORICAL EVOLUTION

In the language formation process, there are 2 basic stages:
 First Stage: period in which articulated language in the proper sense of the
word did not yet exist; Inarticulate language constituted a means of
communication between primitive men in the primary state of their
development; said language lacked a system of differentiated and
contrasting phonic units. Instead of isolated sounds, obtained from
significant units as phonemes, whole groups of sounds with independent
meaning were placed before them in inarticulate language.

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 They were diffuse sounds, since the speakers did not know how to
differentiate them, since they lacked a motive, this was transformed until it
accumulated articulated elements. Gestures played a large role in
intercommunication, which were included in communication through
sounds like a A necessary part of this, they served as verification,
perception and guidance. Through expressive gestures, complexity
increased, making use of thought. The development of inarticulate
language comes to an end in the stage of anthropogenesis represented by
Neanderthal Man.
 Second Stage: period of the emergence of articulate language. In the
period corresponding to the Cro-Magnon in its last stages the language
became definitively articulated. Articulated language was the result of the
activity of primitive man applied to work during a long process of
development, as well as the perfection of his thinking, the prolonged
development of his social relationships, his brain and the peripheral vocal
apparatus.
Articulated language could be formed when man reached the stage of
development in which thought became relatively independent. Articulated
language is first of all an oral language, it is built with sentences and
expresses differentiated concepts and judgments, by interweaving the
words, these were monosyllables, disyllables.
Thought and language developed more broadly, as did analytical and
synthetic activity. Thus sentences were formed by words and these were
increasingly more structured that expressed the relationships of things with
man through which he established himself with other people.

THE LANGUAGE
Language is a typically human and at the same time social phenomenon, the
primary system of signs or symbols, symbols can be verbal or non-verbal, that is,
spoken or written, in addition, non-verbal symbols can be gestures and body
movements, an instrument of thought and activity. The most important means of
communication. As life and social activity are closely linked to language or signs,
and only in language can we know about it, all definitions are linked to a certain
level, to a specific aspect, conception and theory, it is “the totality.” of statements
that can be made in a linguistic community, a system of activities or rather of habits
or disposition for certain activities that serves above all for communication and
coordination of activities between the members of a group.
Language acquires its scientific character through Linguistics, which divides it into
four axes:
1. Phonological: Articulation refers to the speech sounds that are produced to
form the words of the language. The instruments of articulation are: the lips,
tongue, teeth, jaws and palate. Speech is articulated by interrupting or shaping
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 air flows, vocalized and non-vocalized, through the movement of the tongue,
lips, lower jaw, and palate. Teeth are used to produce some specific sounds
2. Semantic: refers to the science that studies the meaning of words.
3. Syntactic: art of grammar that teaches how to coordinate, structure and join
words to form sentences and express concepts.
4. Pragmatic: it is the science that studies language in relation to its users and the
circumstances of communication.
Speech is a learned communication system that requires the coordinated use of
voice, articulation, and language ability. Many animals are physiologically capable
of using voice to communicate with other individuals of their species through
simple messages. However, only humans are capable of producing spoken or verbal
language, as opposed to the imitation ability of birds such as parrots. In a broad
sense, speech can be considered synonymous with language.
The voice is a sound produced in the larynx by the release of air (expiration) which,
when passing through the vocal cords, makes them vibrate. The voice is defined in
terms of its tone, quality and intensity or strength. The optimal or most appropriate
tone for speech, as well as its range of variation, depends on each individual and is
determined by the length and mass of the vocal folds. Another aspect of the voice
is resonance. Once it originates, it resonates in the chest, throat and oral cavity.
The quality of the voice depends on the resonance and the way the vocal cords
vibrate, while the intensity depends on the resonance and the strength of vibration
of the cords.

A. TYPES OF LANGUAGE
Within this we can find them according to attitudes or characteristics:
 Written language: expression of ideas, knowledge, feelings through a graphic
or textual form through handwritten lines, we can find it in texts, studies,
reports, essays, etc. These are intended to inform.
 Gestural or expressive language: the intention is to suggest emotion, desires,
evaluations, accompanies oral language. Among this we can find gestures,
mimicry, gestures, signs or body expressions that indicate a message.
 Oral language: spoken language uses the ability to articulate sounds. It is a
system that uses the spoken word to communicate. We use it in
conversations, speeches, sermons, etc.

OA LANGUAGE DEVELOPMENT 5 YEARS

A. STAGES OF LANGUAGE DEVELOPMENT
 0 to 1 year Language stage : pre-linguistic or primitive

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 Language comprehension: begins in the sixth month of life with reactions of
pleasure or annoyance to environmental stimuli, understands the words no,
goodbye and bravo, and the tones of voice. Language expression: first
vocalization in crying, reflex phonatory activity, inarticulate sounds,
stimulated by breathing, sucking, swallowing, mouth movements, vocal play,
chirping, chattering and acquisition of articulated words mom, dad and no.
Number of words at the end of the stage: 10 to 20 with concrete meaning.
 1 to 2 years Language stage: initial
Understanding of language: understands more words than you can express,
understands simple commands linked to concrete experiences.
Subordinate the action to the word. Recognize the meaning of some words.
Language expression: language of gestures and expression of desires with
gestures, repetition and imitation of words. Marked conversation that
includes verbal jargon and gestures, combines words with meaning,
expresses phrases with specific nouns, uses onomatopoeia. Number of words
at the end of the stage: 50 to 100 words with concrete meaning.
 2 to 4 years Stage: language structuring.
Language comprehension:
 at 2 years old: assimilates the mother tongue, in our country the Spanish
language, understands and obeys four simple commands, identifies and
names five images and parts of the body.
 At 3 years old: there is already good development of understanding,
obeys four simple commands of a complex nature, identifies eight
images.
 At 4 years old: he mixes fiction and reality, he already understands the
main facts of a narrative and the adjectives of equality.
Language expression:
 at 2 years: jargon disappears, imitates adults, expresses sentences of 3 to
4 words, masters the elementary structure of the language, has an active
conversation with adults exercising communication with real meaning,
selects words that are easy to pronounce, continues using phrases. When
speaking, she eliminates the verb ser and estar, uses articles and proper
pronouns, says her first and last name, frequently uses the word no and
what, girls have a larger vocabulary than boys.
 At 3 years old: he has a better command of his oral expression, the name
of his parents and his age, he invents word games, he uses the plural,
some prepositions and the pronoun I, he uses the tenses of the verb with
difficulty, he uses interrogatives in elementary form, adjectives and long,
complex sentences. He constantly retains himself by initiating egocentric

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 language. He still has difficulty pronouncing the phonemes r, s, d, l, and,
substituting them for others.
 At 4 years: flowering period of language, verbalizes all situations, plays
with meaningless words, chats with imaginary friends, asks many
questions, improves his conversation and the expression of verbs and
adjectives, names colored coins and days of the year. week, the
phonemes that were difficult for him are now perfected day by day.
Number of words expressed at the end of the stage:
 At 2 years: 100 to 300 with concrete and familiar meaning.
 At 3 years old: 600 to 1000 words with concrete meaning.
 At 4 years old: 1500 words with concrete meaning
 5 years Stage: language structuring
Understanding of language: interested in the details of things, animism and
artificialism of language occur here, defines things by their name,
distinguishes concepts of yesterday, today and tomorrow, late, early,
understands differences in shape, size , differentiates and recognizes right –
left.
Expression of language: expresses himself without childish articulation, with
correct and specific phrases, expresses concepts and questions about the
world around him, makes verbal conjugations correctly and relative
pronouns. Number of words expressed at the end of the stage: 2072 words
with semi-abstract meaning.

PLAY AS A RESOURCE IN LANGUAGE STIMULATION

Play is an activity parallel to life, it is at the same time an engine of psychological
development, a support for language development, a privileged exchange of
therapeutic changes. The game itself is a technique; It is not improvised, and it has
its demands.
It requires extensive training on the part of the re-educators, in order to acquire:
sensitivity to what the child expresses through play, acute perception of relational
problems, a certain mastery of the attitude to adopt with the child, the possibility
of broad reflection. about the meaning of our reeducation.
Play is the child's natural means of self-expression. It is an opportunity for you to
express your accumulated feelings of tension, frustration, insecurity, aggression,
fear, perplexity and confusion and problems through play, in the same way that an
individual can verbalize his difficulties.
Nowadays there is greater awareness about the role of play in the healthy
development of children. Both parents and the community recognize play as an
irreplaceable activity for developing a child's learning capacity, a means of
expression and maturation on a physical, cognitive, psychological and social level.

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The current reflection on recreational activity revolves around games and their role
in each culture, the creation of new toys increasingly adapted to the needs of the
child and the recovery of existing ones, the creation of spaces dedicated to play, as
well as the participatory role that parents and adults must assume in recreational
activities.
Playful activity has always been present and when we delve into its foundations we
can understand why. The game is the tool through which human beings
“apprehend” the world.
It cannot be forgotten that the process of child development and the achievement
of autonomy are summarized in a progressive understanding and adaptation to the
world.
This natural process is both difficult and complex. The skills necessary to “decipher”
the functioning and rules of the world are acquired gradually.
Through imitation the child strives to understand the adult as a person and the
environment that surrounds him. Through the magic of costumes and role-playing,
the child experiences his assimilation into the image of adults in an intense and
symbolic way, at the same time that he discovers his multiple possibilities and
begins to interact with society in the world. which should be inserted.
In short, when playing, the child finds himself in the ideal and decisive moment to
establish the bridge between himself and the society that surrounds him, between
his own internal world and the culture that surrounds him. For this reason, in the
different stages of children's play, we find the precise moment to help children
adapt and integrate, to prepare them to acquire the necessary skills to face the
learning process throughout life.
In the stimulation of language, the game has been considered something useless,
its function is “entertainment” while the re-educational technique is a set of
“procedures” with “utilitarian” purposes.
On the other hand, the game currently enjoys a significant appreciation, which
places it at the forefront of pedagogical and psychotherapeutic techniques.
In our society, work appears as a necessity, work is even more valued the more
painful and unpleasant it is, if one does not sweat a little in re-education, one has
the vague impression of having not fulfilled one's duty. And yet, if the label “work”
is placed on the “game” label, everything is fixed.
Playing is not about doing anything and in any way, simply seeking shared pleasure.
It is essential, of course, to preserve spontaneity, but training and reflection are
also necessary along with flexibility in relating to the child, and rigor towards
oneself, requirements that cannot be improvised.
It is not indifferent in language therapy to be able to constitute a play area, which is
sometimes a first play area, a space of illusion where the symbolic function is
established: if the patient cannot play, something must be done to ensure that he
has the ability to play and often also consists, in the case of a small child, of playing
the role of initiator for the parents

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The therapist is any person, he is neither a child nor an adult in his environment; It
is an adult who specially dedicates a regular interval of time to playing with him, by
virtue of a contract that has been established in the name of the symptom; It is
someone whose task is to deal with his language problem, and instead of going
directly into the symptom that bothers the child but to which he is so attached, he
plays. The value that this game entails due to the priority given to the child's
pleasure and at the same time the respect for what is so important to him.
The importance of play in language therapy is given first because it is not possible
to approach the child in any other way, especially, obviously with the small child,
the game becomes seduction that the therapist displays in his first encounters with
the child.
The game transmits the pleasure of the relationship. Pleasure is one of the
elements of the game. The child must be the protagonist of his re-education.
Another essential aspect of the game is to identify it as a mode of communication;
Through play the adult and the child communicate, exchange, and through this
exchange language is spontaneously born or enriched. In the child with language
disorders, whatever their origin, play establishes a space for communication in a
field parallel to that of reality, where language acquires all its need: body language,
verbal language. As the exchange becomes richer, language is established, the child
gains access to the pleasure of verbal communication, and his or her language will
take unexpected turns: the game therefore allows a new language.
There are two aspects of play that appear in language therapy, but whose use is
not the same in psychotherapy:
1. The game itself is a symbolic language: the ludic universe is a parallel universe,
separate from life, but which at the same time produces the rules of life.
Therefore, recreational activity is significant. The game is a language. Through
play the child speaks on a symbolic level. Many things are captured, even if
they are not verbalized or deciphered in the stimulation, even though they
seem to pass and disappear, we capture them at least at the level of our
unconscious, and there are indisputable traces of this. The game allows the
child to express himself, the expression of his problems, the game allows a kind
of catharsis. It reproduces some rules, unity of place, time and action.
2. The important thing is not so much the game itself, but what is played
through the game: the emotional discharge that occurs and that virtually frees
the child in this space of illusion that will allow him to reconstruct himself on
the plane of reality.
The game is creative : it arranges the world through its perceptions, its motor
skills, its language, through the game it appropriates the world. The game in
language stimulation seems like a necessity, a means of seduction, a source of
pleasure in the relationship, a mode of communication, as a vehicle of a new
language, as a symbolic language, a means of expression and creation.

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It is absolutely essential that the child really plays, so it is necessary that he makes
the choice and has the initiative of the game. There must not only be choice but
also creation and invention. It is especially interesting that the child can invent his
own rules of the game, or modify the existing ones, since it is very therapeutic for
him to be for a time the creator of a playful process that belongs completely to
him.
The therapist has to truly play so that the game has meaning for the child, that is,
he must express his joy and disappointment and not only simulate them, but at the
same time he must maintain a critical distance, which will allow him to always keep
in mind that, if He plays, it is not for him, but for the child who is with him. You
should not forget to play “at the level”, it will be cheerful, inventive. Accept their
choices, their rules, listen, getting involved enough so that the game acquires all its
meaning for the child.
Game material is an important mediator in the therapeutic relationship, there must
be material from different games:
 Exercise games: that allow you to train auditory and visual perceptions,
memory, motor expression, oral language and written language.
 Symbolic games: that allow the expression of the ghosts that so often hinder
access to language.
 Games for articulatory exercises: stimulate the phonoarticulatory apparatus.
Sufficient material must be available to allow the child to find valid support for his
or her expression needs. What essentially counts is what the child needs to
express, what we give him the opportunity to express, and how we receive his
mode of expression.

A. TYPES OF GAME ACCORDING TO AGES FROM 0 TO 5 YEARS

 The game between 0 and 2 years
Sensory and motor exercise games from reflexes to before the appearance of
language. They need wide spaces to develop their movements.
Exercise games: this period is characterized by spatial movements of the body
and objects. Therefore, it is important to choose objects that allow the child
to focus their gaze on different colors and shapes, to help the child
understand and manipulate toys, to guide auditory attention and to
accompany them in their first movements. Progressively, the precision of
sensory activities and mobility (sitting, crawling, then walking) will allow the
child to carry out increasingly varied activities, which in turn will rely on the
usual objects and the first toys.
The objective of the games at this stage is to respond to two essential aspects
of development: intelligence (sensory-motor toys) and affectivity (stimulation
toys).
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 The sensory and motor activities of this stage can be summarized as follows:
 Oral activity: at this stage, the mouth is the main means by which the
child explores and incorporates the world, therefore the appropriate toys
are teething games and special sucking games.
 Touch: the child develops the perception of proximity and distance
through the senses of sight and hearing. It is important that toys (stuffed
animals, bears, dolls, fabric animals, etc.) have different textures. Objects
can be smooth, wrinkled, soft, allowing thermal sensations, sensations
related to weight, lightness, etc.
 Sight: the child is attracted by the shape, color, size and general
appearance of the sensory games set.
 Hearing: the child needs to interact with sound and musical toys. Little by
little he begins to repeat words, sounds and his first expressions, the
support of adults in these games being essential so that the child can
access verbal communication.
 Movements: the child experiments by playing with the limbs and parts of
his body: throwing, hitting, shaking, making noise, reacting to stimulation.
In addition, he needs to feel the movement of his entire body as a whole,
for which he needs to be swung or rocked in his arms.
 Movements: to move in space, the child needs cars, tricycles, toys to pull
or push, and wide spaces.
 Existential experience: in this first stage, the child needs to feel that he or
she interacts with and influences external events. He needs to play
appear and disappear, play with tents and play houses, mailboxes,
containers to fill and empty.
 Experience with natural elements: earth, sand, water, dust, modeling
dough, molds, bath and beach toys.
Exercise games between 1 and 2 years: first words: most babies pronounce
their first words around their first birthday. Because babies simplify their first
words by letting out certain sounds, their first words are often difficult to
understand. Once they start talking, their vocabulary enriches very quickly. By
the time they are two years old, they can know about 200 words.
 The game between 2 and 5 years
Symbolic games: representations of reality, language and socialization. This
period is characterized by the development of imagination. The child begins
to position himself as an individual among others and assimilates, through his
games, people, activities, situations: he imitates, but in this imitation there is
always a role that he lives intensely. He appropriates toys by reproducing
their environment: cars, miniature people, tools and costumes, in short,
everything that represents human activity. Learn to handle symbolic
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 combinations and live in a fictional world where the marvelous plays an
important role: imaginary and fantastic characters, participation in role-
playing games, small universes. Still basing its activity on toys but in an
increasingly broader spectrum, it extends its conquest even further: to the
domain of the imaginary through its imitations and its stories; to the domain
of reasoning through its manipulations. Games are frequently shared with
friends of the same age, which allows a new extension of the types of games
and themes, thus expanding their capacity to develop social interactions.
 Between the ages of 2 and 3 years: the game of “Pretend as if…” The
formation of sentences: around the age of two, the child begins to know how
to pronounce two or three words in a row, which will quickly become
sentences.
They have a lot of things to say and want to share everything with the people
around them. It is important that people who care for children listen to them
and make an effort to understand their first sentences instead of correcting
them.
During the pretend play stage, children love to dress up and look like
someone. Imaginary play is very common in three-year-old children.
Disguising himself as someone, he imagines what this person he wants to
imitate can experience and feel by “putting himself in his place.” In their
imaginary games, children can feel that they are overcoming a situation,
which helps them gain self-confidence. This activity is a means of expressing
your fears and concerns and beginning to understand them.
 Between 3 and 4 years: children can create arbitrary and subjective
relationships between various elements, reverse the order of things and
modify established rules. In group fiction games it is important to keep in
mind that it is essential that certain common conventions exist. A common
framework of meanings and rules must be established to allow mutual
understanding and for each to adjust to the other in order to carry out a
collective game.
The creative child: creativity is the ability to generate new ideas from old
ideas but in a different and ingenious way. It is necessary to support and
stimulate this capacity of the child. He needs to experiment to acquire the
necessary skills to show his creativity.
Some children experience their creativity by associating words, shapes or
colors, while others even do it through their own movements. The child who
experiences and knows the world through sound can appreciate music and
want to create their own songs. The more visual child will prefer to design
and paint. If your child uses his hands to discover objects, clay and finger
painting may be his favorite activities. If you love to move, you may especially
prefer to express yourself by dancing, running, and climbing.

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 The child can create without any other material or equipment other than his
or her liveliness and imagination. It is by playing freely and spontaneously
with an imaginary companion that certain children demonstrate their
greatest creativity.
 Between the age of 4 and 5 years: games to assemble and simple rules:
organization. Among this age, symbolic games become increasingly closer to
reality. The development of the child's reflective skills (that is, his ability to
abstract himself from external distractions and to concentrate on one thing at
a time and to use strategies to remember abstract symbols such as numbers
and letters) reaches a new level. functioning level. These skills are essential
when entering school. Schooling will provide you with many new and
stimulating possibilities to develop and use these new reflection capacities.
The child begins to organize his world: he orders, arranges things according to
his point of view, aligns, classifies, distributes, establishes logical relationships
with his educational games: lottos, dominoes, classification and set games.
Group games and the sense of friendship: from the age of five, children
establish strong bonds of friendship, which play a great role in their social and
emotional development. Through friendship and playing with other children,
they can learn about others and themselves, explore and have new ideas,
listen to opinions and points of view different from those of adults. In
addition, they can share similar experiences, frustrations and joys and thus
become more aware of their own value and gain self-confidence.
During this period, the child will need objects and activities that help him
expand on the social and emotional level.

Materials to stimulate language through play

 Cloth, rag, terry cloth and rubber dolls.
 Sound dolls.
 Music boxes.
 Couples games.
 Phones.
 Wall mirror.
 Animals made of different materials (rubber, stuffed animal, tele, terry cloth)
 Picture books. Mobile books. Sheets.
 Three-dimensional stories, stories of touch, aromas, water, traditional stories,
etc.
 Photographs, magazines, posters, etc.
 Image games.
 Puzzle
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 Little houses.
 Sand and water games.
 Sensory material (soap, plasticine, sand, sandpaper, cotton, temperas, colored
figures, images, essences, etc.)
 Balloons, balls, rings, ropes, handkerchiefs, satin materials, etc.

AREAS OF LANGUAGE STIMULATION AND DEVELOPMENT OF THE CHILD'S

POTENTIALITIES
Language can be stimulated in two areas, which are the Comprehensive and
Expressive Area of Language:
A. The comprehensive area is the way in which the message is captured or
received, how we analyze it, synthesize it, how we understand it, the idea we
form of it. The processes that should be stimulated in this area are:
 Sound sensitivity.
 Perception, discrimination and auditory memory.
 visual memory
 Phonetic perception and discrimination.
 Space-time organization
 Development of logical thinking: conservation, association, classification,
seriousness, order and causality. Determine relationships, similarities,
differences, belongings, etc. Selection, encoding, processing and
remembering strategies. Problem resolution. Imagination development.
Initiative, decision and anticipation of consequences. Attitude of search,
observation, experimentation, etc. Inquisitive behavior about the reality of
the environment.
B. The expressive area is the way we respond to the message, in a spoken form
that occurs through the articulation of phonemes. The oral or written word is
produced. The aspects that must be stimulated for correct articulation and
expression are:
 Phonetics
 Articulation (includes stimulation of the speech organs: tongue, palate,
lips.)
 Breathing (correct inspiration/expiration).
 Rhythm and intonation.
 Vocalizations
 Verbal expression
 Vocabulary increase.

44
  Duration.
 Speed.
 Simultaneity.
 Succession.

PREMISES
1. Play is an activity parallel to life, it is at the same time an engine of
psychological, cognitive, physical, and social development. A support for
language development: a natural means of self-expression that the child uses.
2. The game in the development of the child has variations depending on their
age: from 0 to 2 years, sensory-perceptive play occurs, from 2 to 3 years, role
play or imitation of reality occurs, and from 4 to 5 years, symbolic and
organizational game.
3. In language therapy, different games are used: exercise games that exercise the
senses, oral and written language, symbolic games that allow them to express
their feelings, and articulatory games that stimulate the speech apparatus.
4. The importance of play in language therapy is given because it is the only way
to approach the child, identifying it as a mode of communication in which
language is born or spontaneously enriched.
5. In the use of the game in language therapy there are two aspects: the
usefulness of this as a symbolic language that reproduces rules, unity of place,
time and action and the other aspect is the importance of what is played
through the game. game, which generates an emotional release that frees the
child.

ASSUMPTION OR HYPOTHESIS
"In Language therapy, play is considered a fundamental means for the stimulation
and development of language in children from 0 to 5 years old."
a. CATEGORIES OF ANALYSIS
1. Play constitutes the source, expression and condition of the cognitive
development of boys and girls, through which language is born or
spontaneously enriched and in turn is a driving force of psychological
development.
During the development of the child's early ages, several modalities of play
occur, including:
 0 to 2 years Sensory-perceptive play
 2 to 3 years Role play (imitation of reality)
 4 to 5 years Symbolic and organizational game.

45
 2. The stimulation and development of language is a process of applying
specific activities in fundamental areas, which enhance communication in
boys and girls. Likewise it increases:
 comprehension  verbal fluency
 analysis – synthesis  articulation and pronunciation
 association  phonetics
 conceptualization  Vocabulary increase
 expression

CHAPTER II: TECHNIQUES AND INSTRUMENTS

The deductive method was used. This allowed us to go from the general to the
particular. All the processes involved in the development of language during the
first years of life were known and analyzed and, since the playful activity is inherent
in the development of the child, it was individualized to achieve the proposed
objective of designing a guide of playful activities that stimulate language in
children from 0 to 5 years old.
The design research allowed us to present a series of recreational activities divided
by ages (0 to 2 years, 2 to 3 years and 4 to 5 years) to solve the problem posed at
the beginning, which was the absence of a game guide for stimulate language
development.
From the formulation of the problem, we started from knowledge and preliminary
observations that we had on the subject. Qualitative information was used that was
based on our experience, the design was aimed at providing descriptions of the
mentioned phenomena.

SAMPLE SELECTION TECHNIQUES AND PROCEDURES

The type of sample used in the research was random. A presentation was given to
the second and third year speech therapy students separately. Collaboration was
requested from the teachers of each section for the application of the
questionnaires.
Next, the students (15) were selected at random, who were willing to collaborate
with the research.
The questionnaires were administered in groups, first to second-grade students
and later to third-year students.

46
Likewise, some practicing professionals in the language therapy career (15) were
individually required to answer the questionnaire about the importance of play in
language therapy.
They agreed to collaborate and also testified about their professional experience
on the topic raised.

DATA COLLECTION TECHNIQUES

 The bibliographic analysis that consisted of consulting existing bibliographic
sources related to the topic.
 The questionnaire applied to speech therapy professionals consisted of a series
of questions, seven of which were closed with three options to choose from, and
three free or open questions about the phenomenon investigated.
 The questionnaire applied to students was structured with 8 closed questions
and 2 open questions.
The purpose of these questionnaires was to verify the importance of play in
children's language acquisition. Likewise, the application that practicing
professionals and second and third year students of the language therapy degree
carry out in the process of language stimulation and treatment in children from 0
to 5 years old.
 The testimony was prepared in order to learn about the experiences that
professionals have had regarding the use of play as a resource to stimulate
language in children from 0 to 5 years old.

DATA ANALYSIS TECHNIQUES

Once the interview data were collected:
 A quantitative analysis was carried out, which consisted of tabulating each of the
closed responses of the questionnaires, subsequently, with the results of all the
questionnaires, a total percentage of each response was made. The results were
then represented graphically.
This analysis gave us a general idea of the opinion of students and professionals
about the role of play in language stimulation.
 Qualitative analysis was used for open-ended questions and testimonials
collected. Because the answers come from individual criteria, each one is read
and analyzed, similarities are then established between the answers and taken as
generalities, the analysis is completed with some different answers that can
enrich knowledge.

47
 CHAPTER III: PRESENTATION, ANALYSIS
AND INTERPRETATION OF THE RESULTS

This chapter is made up of the results of the questionnaires applied to 15 second

and third year students of the speech therapy program and to 15 practicing
professionals. Likewise, testimonies from professionals about their experience on
the subject were collected.
The purpose of these instruments was to obtain information about what play is, its
use in stimulating language in children from 0 to 5 years old and the knowledge
that is available about it.
The application of the questionnaire was a valuable resource that allowed
obtaining information about the topic investigated. In this case, it was confirmed
that the game is a very useful means for stimulating language that requires
planning and clear objectives, with which a positive response is obtained.
The information collected in the testimonies was useful to base our investigation.
In this way, the results obtained from the closed answers of the questionnaires are
presented graphically. Also, an analysis of open responses and testimonials from
professionals.

3.1 RESULTS OF THE QUESTIONNAIRES APPLIED TO 15 SECOND AND THIRD YEAR

STUDENTS OF THE LANGUAGE THERAPY COURSE
1. IS PLAYING CHILDREN'S MEANS OF LEARNING?
All students indicate that through the interaction of play, children learn.
2. DO YOU KNOW DIRECTED GAME?
Most students think that directed play occurs when the child exclusively carries
out the instructions given by the therapist.
3. DO YOU KNOW FREE PLAY?
According to the students' responses, there is knowledge of free play,
describing it as a way in which the child is able to choose between the material
provided, developing his or her abilities.
4. WHAT IS THE GAME?

48
 According to the students' conclusions, the game is a fun and expressive way of
carrying out recreational activities.
5. WHAT TYPES OF GAMES DO YOU PLAY WITH CHILDREN FROM 0 TO 5 YEARS
OLD?
They indicated that they use memory games, riddles, free games, rounds,
articulatory games, and toys.
6. IS THE GAME THERAPEUTIC?
They completely agree that play is a means by which they stimulate
comprehensive and expressive language in a comprehensive way.
7. SHOULD THE GAME BE PLANNED?
They consider that planning is important so that the activities carried out with
children serve to develop adequate stimulation in the limitations they present.
8. SHOULD THE GAME HAVE OBJECTIVES?
They consider that games must have objectives for them to fulfill their purpose
and have an axis when working.
9. HAVE YOU OBTAINED POSITIVE RESULTS WHEN USING THE GAME IN THE
PRACTICE OF LANGUAGE THERAPY WITH CHILDREN FROM ZERO TO FIVE
YEARS OLD?
They respond that by using play as therapy, the child learns to express his
emotions, develops skills and abilities, increases his vocabulary and improves
his language according to his age.
10. DO YOU HAVE ENOUGH BIBLIOGRAPHICAL MATERIAL TO RESEARCH ABOUT
THE APPLICATION OF THE GAME IN LANGUAGE THERAPY?
The majority of students thought that they do not have bibliographic material
about the application of the game in language stimulation, the remaining
percentage indicated that the material is inaccessible and does not meet
expectations.

3.2 RESULTS OBTAINED FROM QUESTIONNAIRES APPLIED TO 15 LANGUAGE

THERAPY PROFESSIONALS
1. WHAT IS THE GAME?
In this question, the majority of professionals indicated that it is the natural
learning environment that provides them well-being, and also comprehensively
stimulates their psychosocial development.
2. DO YOU USE THE GAME AS A RESOURCE TO STIMULATE LANGUAGE?
They use it to expand the objectives in the stimulation of language and in a free
way since this way they are able to choose and do the most dynamic exercises.

49
3. IS THE USE OF THE GAME IMPORTANT WHEN STIMULATING LANGUAGE IN
CHILDREN FROM 0 TO 5 YEARS OLD?
They indicate that play is the ideal means to achieve the objectives of
stimulating language at these very young ages.
4. IS PLAY IMPORTANT IN LANGUAGE STIMULATION?
They indicate that the importance of the game lies in the fact that it makes
language learning easy and fun and occurs in a natural and more practical way.
5. WHAT AREAS ARE STIMULATED AND
DEVELOPED BY THE PLAY? For
professionals, the game stimulates
the aforementioned areas since it
works comprehensively. Likewise,
they indicated that the areas of logical
judgment, sequence, sensory
perception, auditory discrimination,
and psychomotor skills are also
stimulated in its application.
6. TYPES OF GAMES DO YOU KNOW?
The interviewees mentioned the
following types of games: -symbolic
games -free games -didactic or pedagogical games -therapeutic games -
interactive games
7. DO YOU HAVE BIBLIOGRAPHICAL MATERIAL ON THE USE OF GAMES IN
LANGUAGE STIMULATION?
Although all of the professionals indicated that they did have it, they
commented that it was not enough since sometimes they found little material.
8. WHAT MATERIALS DO YOU USE DURING THE APPLICATION OF THE GAME IN
LANGUAGE THERAPY?
Among those used, they indicated: board games, lace games, dolls, toys, daily
life items, seeds, sand, manipulative games, cards, pieces, musical instruments,
puppets among others.
9. IS IT NECESSARY TO HAVE A SUPPORT GUIDE FOR THE APPLICATION OF THE
GAME IN LANGUAGE THERAPY IN CHILDREN AGED 0 TO 5?
93% of professionals indicated that it is necessary to have an activity guide to
systematize and organize work in a better way, likewise, planning would be
more practical.

3.3 ANALYSIS OF THE TESTIMONIALS OF PROFESSIONALS IN LANGUAGE THERAPY

50
Making a synthesis of the testimonies given by language therapy professionals
about their experience in using play in language development, they testify that
children respond better to playful stimulation since they express themselves freely
or learn to express themselves through a dynamic and enjoyable activity. When
activities are structured according to their age and interests and taking into
account the stage of comprehensive development in which they are, the game is
used to create a pleasant and learning environment for the child.
It is important to participate with the child, not entertain him but achieve the
objectives of the work plan, with activities where the therapist and the child are
involved. Indicating that this can only be achieved by playing.
The interviewees agree that play is the natural basis of children's learning,
therefore it should be used in language therapy to enrich treatment techniques.
They also indicated that language therapy should be creative and work based on
The game guarantees success in treating children. They stated that with the use of
play, children like language therapy more, eliminating tedium and boredom.
The comments expressed by the professionals interviewed emphasize that the
game stimulates attention in that the child must follow the instructions and rules of
the game.
Thinking is also stimulated with play, because the child can coordinate his
responses.
Memory is enriched by the use of the game, which allows information to be stored
that is later associated with new experiences.
Regarding proprioception, they are convinced that play allows the child to take
ownership of learning, making it more lasting, reaching maturity and language
enrichment through it.
Professionals have greater knowledge regarding the types of games that exist and
the various materials used in speech therapy. They commented that the most
important thing is to establish clear objectives to guide the child.
The students agreed that they do not have enough reference material about the
game and its application in language therapy. It was determined that although they
use the game as a resource, they know very little about its foundations and
objectives in language stimulation. .
In conclusion, it was confirmed that the game is a useful means for language
stimulation that requires planning and clear objectives, which results in good
results in language stimulation in children from 0 to 5 years old.

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 CHAPTER IV: CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS
1. The research is a useful contribution for speech therapy students and practicing
professionals, because the need was observed to have a playful guide of
activities that stimulate language in children from 0 to 5 years old.
2. Play is the ideal means of approaching the child, the mode of communication
between the therapist and the child. This exchange causes language to be born
or enriched, allowing them to express themselves freely and thus developing
their creativity.
3. The role of play is fundamental in the stimulation and development of
language, since it serves as support, it is a means of self-expression and through
it, the child experiences growth.
4. Through the use of recreational activities, children from 0 to 5 years old
enhance their comprehensive and expressive language since, when actively
stimulated, they do not fall into monotony and continuous verbalization is
generated.
5. Students and practicing professionals affirm that they use playful activity as
their main tool in language therapy, since through play, children increase their
vocabulary, adjusting it to their age. Likewise, they learn to express emotions,
thus achieving psychosocial development.
6. To respond to the needs of speech therapy professionals and students, the
guide interrelates the categories of play according to the ages of 0 to 2 years, 2
to 3 years and 4 to 5 years.
These categories stimulate the areas of: memory, attention, perception,
articulation, structuring, logical sequence and conceptualization among others,
which make up the language acquisition process.

RECOMMENDATIONS
1. The evaluation of the child will provide the diagnosis that should be the basis
for the therapist to use the exercises in this guide in a way appropriate to the
needs of the case.
2. The rapport that the therapist or student must establish with the child will be
the most important, taking advantage of the role of mediator by being
spontaneous and getting involved in the game, using the material resources at
their disposal to increase linguistic skills.
3. The activities suggested in this guide must be carried out in a pleasant,
harmonious environment and through play guarantee their success.

52
4. Carrying out the activities requires flexibility on the part of the student or
therapist; they cannot be imposed on the child due to the recreational aspect
that this guide entails. The professional must take into consideration that he or
she can modify and expand the exercises according to the patient's needs.
5. The success of this guide also depends on the work of the parents, since the
student or therapist can provide some exercises to follow up on the treatment
at home.
6. The therapist or student must encourage the child's participation through
stimuli and incentives, as well as be constant in the sessions since the results
are progressive. In this sense, adequate time must be given to the treatment to
achieve the desired success.

ANNEXES

GUIDE TO PLAY ACTIVITIES FOR

53
 STIMULATE LANGUAGE IN CHILDREN FROM 0 TO 5 YEARS

GUIDE TO PLAY ACTIVITIES TO STIMULATE

LANGUAGE IN CHILDREN FROM 0 TO 5 YEARS

A proposal for recreational activities is presented, which can be used in language

therapy. These activities can be adapted and modified according to the needs of
each therapist.
The activities are based on the categories of play and language stimulation defined
below:
54
A. Play constitutes the source, expression and condition of the cognitive
development of boys and girls, through which language is born or
spontaneously enriched and in turn is a driving force of psychological
development.
During the development of the child's early ages, several modalities of play
occur, including:
 0 to 2 years: sensory-perceptive game : stimulates or trains auditory, visual,
tactile, olfactory sensations and perceptions. Thus forming your inner
language.
 2 to 3 years: role play (imitation of reality): representations of reality,
language and socialization occur. In this phase, imitation is the fundamental
role since they experience situations, forms of expression, themes and games
of other people, through their imitation.
 4 to 5 years: symbolic and organizational play : in this phase symbolic games
come closer to reality, there is greater concentration, they begin to organize
their world: order, classify, distribute, establish logical relationships. Group
games are given, stimulating their social and emotional development, and
they also acquire a more fluid vocabulary, which increases daily.
B. The stimulation and development of language is a process of applying specific
activities in fundamental areas, which enhance communication in boys and
girls. Likewise it increases:
 Comprehension : it is a process through which the meaning of a sign or
symbol is understood, thus relating the meaning to the signifier. This process
occurs after having internalized the concept.
 Analysis – synthesis : the first is an essential procedure for the acquisition of
knowledge. It is breaking down a whole into its parts in order to delve deeper
into each of the elements that structure the whole (set). Synthesis is the
integration of various parts to form a whole or a compound.
 Association : it is the basis of memory activity, a precondition for the
reproduction of previously experienced situations.
 Conceptualization: they are ideas that are generated through thought and
judgment. It is a fusion or set of individual ideas.
 Expression: degree of perfection and ease of expressing oneself verbally,
which depends on intelligence, stimulation and exercise.
 Verbal fluency : it is the ease with which the child can express himself. It is
finding, at the right moment, the appropriate way to communicate using
already acquired terms.
 Articulation and pronunciation : exercise the speech organs for the correct
articulation of phonemes and through oral stimuli it is possible to develop the
emission of sounds and words.
55
  Phonetics : scientific study of the smallest units of language, refers to the
knowledge and discrimination of phonemes or sounds.
 Vocabulary increase : consists of achieving the development of
comprehensive language so that the child knows objects by their shapes, size,
color and characteristics. Through different activities you will learn new
words, discovering their usefulness and function according to your
environment.

C. The Guide to recreational activities is detailed as follows:

0 TO 2 YEARS: SENSORY-PERCEPTIVE PLAY

AUDITORY GAMES
1. “The jumping warbler”
The child is instructed to jump every time he hears the sound of a chirp.
2. "The detective"
The child should be seated in a chair and have a box prepared with various
objects, among which is a plastic bag (located behind the child), then sounds
will be made with the bag and it is placed back inside the box. The child turns
around and will have to remove the object that made the sound.
3. “Claps”
The child is shown cards on which there are printed
hands that indicate numerals from 1 to 5 with raised
fingers. The child is then told to clap according to the
number of fingers raised.
4. “The March of Instruments”
The therapist plays several musical instruments
(chinchín, drum, rattle, bell), first the child will know

56
 the sound of each instrument, then the child must identify each sound with his
eyes closed.
5. "The blind chicken"
The child's eyes are covered, the therapist is placed in different places, from
there she will call the girl, the girl will have to reach the therapist, identifying
the origin (location) of the voice.

VISUAL STIMULATION GAMES

1. “Looking at the bear”
The child is instructed to follow an object (toy) with his or her eyes; the
therapist must take the object up, down, to the sides, etc.
2. "Christmas lights"
The child is instructed to open and close his eyes to the rhythm of some
Christmas lights that will be shown to him. First he observes the activity carried
out by the therapist and then he is asked to imitate it.
3. “Colorin”
Primary colors are taught using construction paper, to stimulate their eyesight.
The child identifies them by placing on the color objects of the same color that
are scattered in the work area. A demonstration (an example) will be given for
him to continue on his own.
4. “Fifi the figure”
The child is shown different objects so that they get to know the shapes and
sizes. Templates of geometric figures and shape and size stimulation sheets are
also used.
5. "Pretty face"
The therapist makes expressions in front of the mirror, which the child then
imitates and points to on cards graphed with different expressions.
6. “Catch me”
The child is placed in front of a mirror, then an object will be placed behind the
child so that it is reflected next to his or her image. Encourage him to look for
the real object, in the correct direction, then place it at different heights so that
he looks for it and tries to reach it.
7. "The chicken"
The child is shown a stimulation card with the image of a yellow chicken, and
tells him that it is a “chicken”, then he is given a sheet with a drawing of a
chicken and a yellow crayon, the similarity of the color of the chicken is
indicated. crayon with the color of the chicken in the image, then two other
colors are shown and they observe that they are not the same, then the

57
 therapist points out the color of the chicken and the child picks up the crayon
of the correct color and paints the printed chicken.
8. “Let's play plasticine” Plasticine bars of three different sizes are placed in front
of the child. The green one will be short, the orange one will be medium, and
the purple one will be long. The therapist will also have these bars. The child
observes what What she does, he makes a ball with each bar and after having
done so he places one ball on top of another, grouping them by size.
9. “Little brothers” Cards are presented one by one of different objects, animals,
(all in isolation), for example; When presenting a card of a tree, also have a
picture where various objects, animals and figures appear. The child identifies
where the tree is on the picture. So successively you work with the others.
10. “Puzzles” The child is invited to put together the METTA puzzles for 2-year-
olds, these are 2-piece puzzles and there are 6 figures in total that they must
form (a cat, a dog, some shoes, a rabbit, a seal ). The pieces will be scattered on
the table. The therapist can put them together first for the child to observe and
then do it alone.

TOUCH GAMES
1. “Rasposito”
Geometric figures made with sandpaper are presented so that you can feel the
rough texture and shape of the figure. Emphasis is placed on the word harsh.
2. “How soft”
The child is brought a sponge and cotton, so that he can
feel it and know how “soft” it is. Then you are instructed to
glue the cotton to the tail of a printed rabbit and emphasis
is placed on the word “soft.”

3. “Smooth, smooth”
A tile is taken that the child touches and feels. With this, he knows its smooth
texture and the therapist emphasizes the word “smooth.”
4. “Washing my hands”
The child is invited to wash his hands with soap so that he can feel the
smoothness of the soap when it is in his hands.
5. “Cold and hot”
The child touches a bottle of cold water and another bottle that is warm so that
he or she can feel the difference in temperatures. Observe the child's reaction
to the variation in temperature, telling him emphatically what is “cold” and
what is “hot.”
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6. "What fun"
The child is given a little dough to make tortillas, and the child feels the softness
of the dough and kneads it with his hands. After making tortillas, he is
emphatically told that it is “soft.” TheTherapist will first carry out the activity
for him to imitate.
7. “The wrinkled ball”
Give the child a sheet of newspaper, have him feel the smooth texture by
sliding his hand across the sheet on a flat surface, then instruct him to squeeze
or crumple it into a ball of paper. The therapist will do the activity first. This will
help you record the word “wrinkled” and associate it with the texture.
8. “The hard stone”
The child is brought different stones so that he can observe and feel them, it is
indicated that they are “hard”, then he is asked to paste them on a worksheet
(simulating the wall of a house). Likewise, motivate him to compare two
textures: soft and hard, always with the help of the therapist.
9. “How sticky”
The child is shown a stimulation card where there is a bottle of rubber, then a
little rubber is taken and spread on the palms of the child's hands, the child
joins them and separates them so that he can feel what "clingy". Emphasis is
always placed on the word sticky and gestures are made.
10. “Magic box” The child is shown several stimulation cards with the image of a
ball, a crayon, a comb, etc. Then the real objects are shown in a box, the
therapist performs the activity for the child to observe and do. With his eyes
covered, the child must feel the objects one by one, as the card is shown; For
example: the ball is shown on the stimulation sheet and then, blindfolded, the
ball is taken out of the box, identifying it by shape and size.
GUSTATIVE AND OLFACTORY STIMULATION GAMES:
1. “Mr Lemon”
He tries a drop of lemon so that he becomes familiar with the “acid” thing.
Emphasis is placed on the word “acid”, after tasting it, the child's reaction to
the taste is observed. The droplets will be placed on the edges of the tongue
since that is where acid and sour are perceived.
2. “How delicious the palette”
A lollipop or a little bit of sugar is given so that he knows what is sweet and
emphasizes the word “sweet”, he is also presented with a chocolate, a cookie, a
cup, candy, etc., so that he associates them with the “sweet” flavor. .
3. “Saladin”
You show the child a card with the graphic of a salt shaker and you say “salt”,
then you give him or her a taste of a little bit of salt, observing the reaction
59
 when tasting the substance. Then it is given some salty fried food, it is
emphasized that both are salty, the salt will be placed on the tip of the tongue
since this is where the salty and sweet flavors are perceived.
4. “Ahh Water”
You are shown a sheet (card) with a case of water, then you are given a real
glass with pure water, telling you to drink and thus getting to know what is
tasteless and what is liquid, emphasis will be placed on what is tasteless or
“flavorless.” .
5. “ Move jelly”
A stimulation sheet is shown with a drawing of a jelly. A jelly is also taken so
that the person can try it and feel the soft consistency, always emphasizing
what they want to stimulate.
6. The little orange!
Show the child an orange to smell the smell, then observe the reaction when
smelling the “acid or citric” smell. The therapist will inhale the smell with
emphasis and have the child observe its reaction, then try a piece of orange so
that he or she associates the flavor with the smell.
7. “The smelly perfume”
Present an image of a perfume on a card, then present a baby perfume and put
a little on their neck so they can feel it and know the pleasant smells. The
therapist will also smell it and when doing so she will make gestures of
pleasure.
8. “How ugly”
With a little vinegar, the child is invited to perceive the smell and notice or
notice that it is an unpleasant smell. Emphasis is placed on what is
"unpleasant", gestures of displeasure are made, a piece of cheese (both real
and in an image), the image of a trash can and a fish will also be presented so
that they can learn about various things that they have. When showing
unpleasant odors, you can cover your nose as if to indicate “bad smell.”
9. “Frutiland”
The child is given an apple, a lemon and a banana, he is told to feel the smell
and taste of each one separately, he is also presented with stimulation cards
(graphed) with the three fruits, then he is given They cover their eyes, the fruits
are placed one by one in their nose so that they can smell the smell. Then,
when you remove the blindfold, let him recognize them on the cards, and do
the same with the flavor of each fruit so that he associates smell-flavor.
10. “Where is the smell?”
The child is shown 3 artificial roses, one with a smell and two without a smell,
first present the one with a smell so that he can feel it, then mix it with the

60
 other roses and tell him to look for the one with a smell according to his sense
of smell. The therapist will do the activity first so that he can observe in case he
does not understand.

LIP STIMULATION GAMES

Note: these exercises are performed first by the therapist, so that the boy or girl
sees the form and imitates it.
1. “You have to laugh”
The child spreads his lips, showing his teeth.
2. "The motorcycle"
You are asked to vibrate your lips.
3. “Let's hide the lips”
The child puts his lips in until none of the edges are visible.
4. “The wrinkled raisin”
The child wrinkles his lips and spreads them quickly.
5. "Kisses"
He is instructed to blow kisses in the air.
6. “The dance of the lips”
You are instructed to purse your lips to say “u” and then stretch them to say “i”
faster each time.
7. “The lips explode”
The child presses his lips together and releases them quickly
as if to say p .
8. “Sticks, sticks”
The therapist holds the child's lips together while the child
tries to open them.
9. “Doing like an old man”
The child purses his lips and moves them from side to side.
10. "The snail"
The child's lips are massaged in a circular shape like the shape
of a snail.

LINGUAL STIMULATION GAMES

Note: in these games the boy or girl repeats the therapist's action.
1. “Doing like a snake”

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 The child is instructed to stick out and move his tongue from right to left
successively.
2. “Doing like the frog”
The child is instructed to stick his tongue in and out in rapid succession.
3. “Wave and hide”
The child is instructed to extend the tongue as far as possible and quickly put it
in the mouth.
4. “Don't move your tongue”
The child is instructed to stick out his tongue and keep it motionless for one
minute, repeating the action up to 5 times.
5. “The little bee tongue”
The child is instructed to move his tongue in a circle around the honey-smeared
lips.
6. “Eating my invisible chocolate”
The child is instructed to push with his tongue, his right cheek, and his left
cheek.
7. “Pinocchio”
The child is instructed to try to touch the nose with the tip of the tongue.
8. “The slide”
The child is instructed to touch his chin with the tip of his tongue.
9. “The dancing tongue”
The child is instructed to flick his tongue quickly.
10. “The windshield”
The child is instructed to pass the tip of his tongue over the soft palate
successively.

VOCALIZATION GAMES
They are used to express vowels in different ways so that once learned they can be
combined with other phonemes forming correctly articulated symphonies.
1. “The Crying Boy”
The vowel “a” is uttered in a prolonged form as if a child were crying,
presenting the image on a card of a child crying.
2. "The little mouse"
The squeal of a mouse is imitated: iiiiii, iiiiii, iiiiii!
3. “The astonished one”

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 The vocalization is made as if in amazement, ooooooooo!
4. “The scary ghost”
The sound "uuuuuuuuu!" is emitted, as if it were a little ghost.
5. "The little monkey"
A little monkey is imitated by emitting all the vowels ah ah ah, eh eh eh, hi hi hi,
ho ho ho, hu hu hu!
6. “Song of the vowels”
The Crí cri song of the vowels is sung.
7. "Repeat with me"
The child repeats the vowels in a serious way (hoarse)
8. “Slowly, quickly”
The child emits the vowels slowly but quickly, aaaa eeee iii- ooo- uuu.
9. “The vowel train”
The child is told that in each car there is a vowel and when he is told car one he
will have to say “a” if it is car two “e” and so on.
10. "The train"
The child is instructed to act like a train that is blowing smoke and goes
“whoo!” woohoo!

2 TO 3 YEARS: ROLE PLAYING OR IMITATION OF REALITY

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MEMORY AND ATTENTION GAMES
Through following instructions, the child fixes and stimulates his attention, thus
generating his short, medium and long-term memory.
1. “Moving the body”
The therapist makes body movements that the child has to imitate. First, the
therapist will stand in front of a mirror and start making movements and have
the child observe the reflection of the movement in the mirror, then ask the
child to do the same, then she will tell him that he has to do the same thing
that she does. placing it in front of her.
2. "Hands up"
The child is instructed to raise his hands and then lower them, after having
been told “bravo” and to clap, always emphasizing the words “up and down;
The concept “up” will be identified with a red circle and the concept “down”
identified with the color green, the therapist teaches either of the two colors
and the child raises his hand according to the color.
3. “The tidy box”
First the therapist places objects in a row on a table and tells the child to see
them, then the child will put them away one by one in an orderly manner, then
ask him to put objects in the box in the same order in which the therapist kept
them and Then take them out in the same order and place them on the table.
4. "The Bears"
A plastic bear is placed on top of a bucket and then the child does the same,
then one bucket is placed on top of another and the bear is placed on top. The
activity will be carried out first by the therapist.
5. “The doll is hungry”

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 He is presented with a doll and told that “he is hungry,” that he has not eaten,
and that he should touch the doll's stomach. Then a toy pacha is shown and
instructed to feed it, then the therapist performs different activities that the
child imitates such as dressing it, combing its hair, brushing its teeth, etc.
6. "The ball"
The therapist places a ball in a bag with different objects, then instructs the
child to take the ball out; This will be shown on a stimulation card so that you
can see it and look for it in the bag.
7. “I put on my cap.”
Have the therapist put a cap on her head and then jump, then instruct the child
to put it on and jump, then to jump alternately 1 time, 2 times, 3 times, etc.
8. “Let's see where it is”
The therapist shows a yellow cylinder, then hides it and tells the child to look
for it and find it.
9. “Put in and take out”
A box with a chinchine inside and a car outside is placed in front of the child.
Ask him to take out the chinchine and put the car in the box, also with different
pairs of objects (at least 5 pairs).
10. “Lace game”
The child is given a simple lace-up game to insert several figurines. First the
therapist performs the activity for the child to observe and then imitate.

TEMPORO-SPATIAL STIMULATION GAMES AND BODY SCHEME

Through the stimulation of these two aspects, the child will develop basic skills that
will facilitate the learning of reading, writing and calculation.
1. "Toys"
The girl is shown large toys, mentioning their names and emphasizing their size.
2. "Tiny"
The child is invited to observe and touch small toys. It is always mentioned that
they are “small”.
3. “The cubes”
Large objects are contrasted with small objects, for example: a large cube and a
small cube are placed so that you can see the difference.

4. "Up and down"

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 The child is given a ball and made to imitate the therapist, who raises it and
says “it's up”, then lowers it and says “it's down”.
5. “I jump forward and I jump back”
The child is instructed to walk forward and say “forward”, then to walk
backwards and say “back” or to jump in front of an object and then jump and
stay behind it. (If you are still not walking, it is done with the help of the
therapist).
6. “The fun little box”
Objects that are stored in the box are shown, it is mentioned that they are
“inside”, others are shown that are outside of it and it is said “outside” so that
they focus on the concept.
7. "My body"
Parts of the body are mentioned and that children point to or move.
8. “Dancing or moving the body”
Let him dance to the rhythm of the music (from a recorder).
9. “Crawling”
It is encouraged to crawl in the correct position.
10. “My little hands”
You paint the children's hands with finger paint and have them put them on a
sheet of paper and tell them, 'There are your hands.'"

ARTICULATORY GAMES:
Through games they exercise the speech apparatus, capable of articulating and
pronouncing phonemes correctly.
Palatal stimulation games
1. "The cake"
The child blows out and blows out candles as if they were on a birthday cake.
2. "How it sounds"
The child blows a harmonica or flute so that he or she hears what it sounds like.
3. "The police"
The child blows whistles, whistles or a chirp “playing the policeman”
4. "The doggy"
The child is encouraged to say woof-woof.
5. “The straws”
Using a straw, the child blows water contained in a glass.
6. “Magic bombs”

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 The child blows soap bombs.
7. "How do you say it?"
The child repeats the word PATAKA.
8. “The cheeky bladder”
The child blows into a bladder, but without bursting it.
9. "Firefighters"
The child blows out matches. Tell him that we are going to put out the fire as if
we were firefighters. (With supervision of the TL)
10. “glup, gulp” The child blows water into a bottle through a hose. Tell him that
the little bubbles go gulp, gulp.

GAMES THAT STIMULATE ARTICULATED WORD

Through these, oral communication is stimulated so that it is functional and clear.
1. "Sawdust"
A song is taught and every time “sawdust” is mentioned you will have to say
rín, ran, ren, rin, rum, run.
2. “The little snake”
Little snakes are made by twisting or rolling tissue paper and at the same time
as it is being made the sound is made: sss! yesss! sss!, sa!, se!, yes!, so!, su!.
3. “The little fish”
A worksheet is made where a fish is captured, around it you make fingerprints
with tempera, each time you make a fingerprint it will say "glup glup makes the
fish!" Then you can also do it with other vowels glap, glep, glip, glop, gulp.
4. “The pin pin doll”
The child makes bodily expressions when he sings the doll's song pin, pon, pan,
pen, pun.
5. “Jump, jump bunny”
The child performs training exercises with little dots that form zig/zag lines. As
he goes over the lines, ask him to say jump, jump, bunny, then jump like a
rabbit and ca-ca, que-que, qui-qui, co-co, cu -cu.
6. “Serruchin”
The child makes a worksheet in which he or she paints a drawing of a saw
called a “serruchín” that is cutting a piece of wood. That every time he paints
he says “ras, ras, res, res, ris, ris, ros, ros, rus, rus, I'm cutting the wood!”
7. “The chicks”
Give the girl or boy a piece of smooth duroport and tell her to prick it with a
needle and when she pricks, mention the phrase “The chicks itch when they eat
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 their corn.” Pi, pi, piu, piu, piu, piu, pie, pie, piu, piu!.
8. “The butterfly of the forest”
The child is asked to move his arms as if he were flying a butterfly and at the
same time repeat: la, la, le, le, li, li, lo, lo, lu, lu!
9. "The phone"
A toy telephone is shown to the child, he is told that every time the phone rings
he has to say hello! Good evening how are you?. Also that day of therapy, every
time he wants to say something to the therapist, he will make the phone
sound: ring, ring, rang-rang, reng-reng, rong, rong, rung, rung!
10. “The Duckling Dance”
The Therapist sings the duckling song and when mentioning the phrases, the
child performs motor exercises according to what is indicated in each phrase.
Ex: when you say wing over here, wing over there, you will have to make the
movement as if you were shaking your wings. Then say ala! ele! , ili!, olo!, ulu!
Always with the movement of the wings alternately

4 TO 5 YEARS: SYMBOLIC AND ORGANIZATIONAL GAME.

GAMES THAT INCREASE VOCABULARY

The following activities can be done with toys, using books, graphs, imagination or
stimulation cards with figures, plasticine. These exercises generate more
knowledge in children.
1. “The animals” First, a stimulation sheet is shown with several farm animals
(dog, a cat, a chicken, a duck, a pig, a horse), so that you can observe them all
as a group, seeing the differences between each one. (by color, shape, size).
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 Then we work with the figure of the dog, the same farm dog will be taught in
isolation using a stimulation card so that it observes it and emphasizes the
word “dog”, always trying to see the lips of the dog. therapist.
Then the therapist imitates a dog in its way of walking and the movement of its
tail so that the child does the same. The therapist emits the onomatopoeia of
the dog (woof), place the child in front of her and try as much as possible for
him to observe and try to repeat it when he is shown a figure of the dog.
The child is introduced to different types of dogs through plastic toys that
represent them, and he or she observes that there are dogs of different colors,
shapes and sizes.
The child is given a magazine to look for and identify different types of dogs
(with the help of the therapist), to tear them and paste them on a blank sheet
of paper and when he tears them, he joins and separates his lips as an
initiation. to emit the phoneme /p/.
A dog worksheet is done. Present the illustration to the child, have him imitate
a dog on his own and then glue brown tissue paper to it with the help of the
therapist and glue a tail to its tail.
Remember to emphasize the word “dog” and have him or her repeat it.
Finally, you are presented with a picture showing a dog and several distractors
and when you ask, where is the dog? And identify the dog by pointing to it.
This is how you continue working with the other animals, with the chicken, the
cow among others and after you have memorized them, they will be placed all
together one by one on a cardboard that will have the background of a farm
and in this way you will become familiar to understand that they all they are
animals. This will always be emphasized.

2. "The fruits"
The fruits are made known through stimulation cards so that they can then be
identified and known by their color, flavor, size and shape.
3. "Home"
The parts that make up a house are taught using the stimulation cards (graphed
with each part of the house) and each part will be worked on as a semantic
field so that the child knows and identifies each one of them, what is in them
and that they all together they form a house.
Note: This is how other semantic fields are worked on, such as toys, family,
house, sweets, school, market , etc.

STRUCTURING AND LOGICAL SEQUENCE GAMES OF THE LANGUAGE

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The logical and ordered structure of the language is taught through short stories,
stories, costumes or dramatizations that allow you to later integrate it into your
own.
1. “The Scary Bear”
The children are told a short story about a bear who was afraid of water
because he didn't know it, but one day when he slipped he fell into a pool and
since then he likes water. This story has 3 sequences. The child will be given the
3 images of the sequences and he will have to place them in the order that the
therapist showed them to him.
2. "It's me"
The child's mother is asked for two photographs of the child. One from when
he was a baby and one where he appears as he is currently. Show the photos to
the child and emphasize that in the first photograph there was “baby” and
pretend to lull a baby and give him a pacha (toy) and then show him the other
one where he has already grown up and emphasize the meaning of “ grow”
telling him that he already walks, he already eats on his own.
Then rearrange the figures and have him order the photos from when he was
little and then how he is now. The therapist can show the pacha so that the
child associates it with “baby” and an illustration where a child eats on a plate
and has him order what happened before and after.
3. "What happened?"
The child is shown several graphs (3 pairs of cards) of cause and effect. The first
one that has a child climbing a tree and its partner where the child fell; the
second a child hot under the sun and his partner where he is drinking water
and in the third a child kicking a soccer ball and in the partner the ball into the
goal. Then rearrange the cards and teach him one of the causes and have him
look for the correct effect.
4. “The plant that grows”
The child is presented with a short strip where a small seed appears, then a
small plant and finally a large tree. After having observed it, give him the 3
images of the strip separately and have him arrange them in the order he
wants. were shown.
5. "What an adventure"
A short story is told to the child where several characters appear, 4 in total, in
different scenes; The characters of the story are removable and only the
background remains. First show the child the story in order several times with
the characters glued to it, then remove the characters and have him glue them
where they correspond and as they appear in the story. In this way, the
structuring and logical sequence of the language is stimulated, using more
stories or materials that can range from the simple to the complex.
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VERBAL EXPRESSION GAMES
These serve so that girls and boys can express themselves verbally through games
that are entertaining and require language training.
1. "The butterfly"
A children's song is taught by words and then by phrases that the child then
tries to repeat.
2. "The three pigs"
This story is told, the pictures are shown, questions are asked about the story
and the characters.
3. “Rina rhymes”
The child repeats various rhymes and makes a worksheet in which they have to
match rhyming words.
4. “Pablito and the nail”
The child repeats the rhyme of “Pablito y el clavito” several times to stimulate
the phoneme “l”.
5. “Guess Fortune Teller”
The child is given characteristics of some object or animal and asked to guess
what is being talked about.
6. “The little bird”
The child is taught a short poem and has him recite it using mimes.
7. “The little ant and the cricket”
A fable is told, they are instructed to say what happened to the characters,
what they were like, and ask other questions about it.
8. “The trunk of my toys”
A box with toys is shown. The child mentions the name of each one, and is also
asked the name of his favorite toys.
9. "The zoo"
A sheet is shown where different actions are observed. The girl or boy is asked
to tell us everything they see on the sheet.
10. “Let's go shopping or go to the supermarket”
Ask the boy or girl if they have gone to the supermarket with their parents, ask
them what they have seen their parents sell or buy there.

RHYTHM GAMES
The objective is to stimulate movements in a coordinated manner through different
recreational activities so that it is later integrated into the language.

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1. I stop - I separate.
The child separates words into syllables using claps.
2. Let's Dance.
He is made to listen to music and dance to the rhythm of the songs.
3. The dog and the cat.
Through rhythmic strips, when observing a dog, it will say woof, and when it
sees a cat, it will say meow.
4. Sounds of my body.
The child keeps the rhythm using the sounds of his body.
5. My Little Fingers.
The child is instructed to move his fingers according to the sound he hears.
6. The chick and the duck.
Through rhythmic strips, when observing a duck it will say quack and when it
sees a chick it will say tweet.
7. Imaginary rope.
The child jumps alternating feet following different sequences.
8. Claps.
The child will clap following the rhythm of different sequences that will be
shown.
9. My friends the instruments
The therapist plays sequences of rhythms with chinchín and trumpet and the
child imitates them.

10. What a rhythm.

The child is asked to click and when doing so he must keep the rhythm with the
movement of his feet.

BREATHING AND BLOWING GAMES

The breathing and blowing mechanism is exercised through exercises and games
for better verbal expression.
1. “Soap bombs”
Inhale through the nose slowly and deeply and in the same way exhale the air
through the mouth making soap bubbles.
2. “Bubbles”
Inhale deeply through the nose, and slowly blow on the water contained in a
glass through a straw until bubbles are made in the water in the glass.

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3. “The kites”
Slow, deep inhalation of air through the nose and exhalation slowly blowing on
colored paper. Chinese paper barrels are used with a thread on the head so
that they move when blowing.
4. “The feathers”
Deep inhalation through the nose, holding the breath, then vigorous exhalation
of air through the mouth, blowing feathers.
5. “How the whistle sounds”
Inhale deeply and exhale slowly through the mouth, blowing whistles and
emitting the sounds they produce.
6. “Little races”
Inhale vigorously through the nose and exhale through the mouth when jogging
(tell him to do little races and exercise his breathing there).
7. "My birthday"
Inhale through the nose, slowly and deeply, and exhale slowly through the
mouth, blowing out the flame of a candle. Tell him that we are going to play
that it is his birthday and he has to blow out the candles on the cake.
8. “Chicken scarer”
Vigorous inhalation through the nose and exhalation through the mouth using a
“mother-in-law scare”, thereby causing it to stretch.
9. “The clown's balloons”
Slow, deep inhalation of air through the nose and exhalation of air slowly
inflating colored balloons.

10. "Clouds"
Inhale slowly through the nose and exhale the air also through the nose,
blowing cotton balls or fluffs.

SUMMARY
During the years of studying the language therapy career, the need to use play as a
vehicle of stimulation in children from zero to five years old was observed to
contribute to the development of language. Likewise, during the supervised
practice in caring for children, it was observed and confirmed that through play
their understanding and expression of language was enriched, which expanded
their communication and made them overcome the obstacles that some children
expressed in this process; Therefore, the possibility of developing an activity guide
that stimulates language through play was raised.
To base the development of the guide, the game categories that exist following the
chronological and cognitive development of the child were taken into account.
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From 0 to 2 years old, the guide stimulates the sensations and perceptions of the
five senses to form inner language; From 2 to 3 years, imitation plays a
fundamental role in the exercise of roles to represent the reality of language and
socialization; From 4 to 5 years old, it is considered that symbolic play begins to
organize the child's world, establishing logical relationships that begin in group play
for the stimulation and development of language.
We worked with the specific processes that enhance language: comprehension,
analysis, synthesis, association, conceptualization, expression, verbal fluency,
articulation and vocabulary increase. The activities included in the guide are
presented in the form of a game in the following areas: auditory games, visual
stimulation, lip stimulation, attention and memory, temporal and spatial, corporal,
articulatory, structuring and logical sequence of language, breathing and murmur,
among others. The activities contain instructions that will develop basic language,
communication and learning skills.

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