LATE TALKER TRAVEL NOTES: The Dreaded Circle Time!

For many preschools, circle time is a regular activity. While it can provide a chance for wonder, engagement, and group participation, it often requires active listening and speaking - two skills that many of our late-talking children may not (yet) feel very confident about. As a result, circle time settings pose particular challenges for late talkers, often leading to challenging behavior or a reluctance to participate in the circle at all. In this episode of 'Late Talker Travel Notes,' we'll explore the topic of circle time and discuss considerations for children who may not be comfortable with it.
Check out the Late Talkers Foundation website for more helpful resources: latetalkers.org/
INTRODUCING MARY: Mary Camarata is a speech pathologist with more than 40 years experience teaching children with a wide variety of abilities, including giftedness, exceptional learners, language disorder, Autism, and cognitive disabilities. In addition to assisting families and schools across the country, she has coordinated numerous federally funded research projects on language & learning, support models, treatment efficacy, and behavior. most. In this capacity, she has been an author on more than 35 scholarly papers appearing in peer-reviewed journals.
Over the past years, she has held positions at Pennsylvania State University, University of California Santa Barbara, and Vanderbilt University. More recently, assisted with the development of new tests for the Woodcock-Johnson Tests of Cognitive Abilities and Achievement. Mary is in private practice assisting families whose children are experiencing developmental delays, have successful outcomes in their homes, school, and other daily environments. Finally, she is the mother of seven children, including one who had an IEP from preschool through middle school.

[@paulbattaglia9717]

My son is 2 yrs old. He is a late talker, and exhibits many of the personality traits that your husband mentioned in the book. I recently joined a kindermusic class. The transitions are frequent, the teacher will give an instrument to a student , then take it away in a few minute span after the song is over. That was difficult , since my son did find certain instruments he wanted to study and play. His favorite was the “shakers”. After that was taken away he received a long plastic microphone. He has no interest , but to use it to go to the shelf where the “ shakers were and try to reach the “ shakers” that way. He was very determined. There is a part which is , “ Circle Time”. The teacher required the child sits on your lap or on a blanket, the child is not allowed to move in the class at this time. - Story time began and my son had a tantrum the entire time on my lap. Is this class causing more harm than good for my late talker?

[@Late-TalkerJourney]

We are pleased to have you as part of the Late Talker Journey community 🙂. Two-year-olds exhibit a WIDE range of variability in how they engage with and explore the world around them. Music is just one avenue among many for them to enjoy and explore, and one with broad appeal! Based on your description, it appears that this particular style of class is not the best fit for your son. There is not a compelling reason to make him conform to this specific structure of experiencing music and interacting with peers. Your closing remark, which seems to reflect your own insights, encapsulates the matter very well: it's crucial to find an approach that aligns better with your son and matches where he is developmentally, one that he will genuinely enjoy and eagerly anticipate. He should either leave with a smile, having had a wonderful time, or perhaps express a bit of reluctance to leave because he's having so much fun. There are alternative formats that offer more flexibility and room for exploration. If you're seeking group activities for fun and socialization, you might consider organizing your own "Music Time" with a friend's child or children, or even maybe even cousins. These informal gatherings can prioritize enjoyment, movement, and music, creating a more relaxed and playful atmosphere. It's also possible that your son is ready for open-form group fun, such as what you might find at a local park or a nature toddler morning (These have become very popular, occurring once or twice a week for an hour or so outside.). In such settings, your son can observe, explore, or join in as he feels comfortable or ready. What truly matters, more than your toddler conforming to a group activity is for him to develop a series of positive associations with his peers. This often requires a measured, patient approach, selecting activities where you believe your child will succeed and feel confident, and then reinforcing your son’s own positive steps forward. Follow your instincts; they seem to be serving you well! We sincerely appreciate you sharing your thoughts and experiences. Mary Camarata

[@paulbattaglia9717]

Thank you !!

[@MB-us6vs]

You mentioned preschoolers. How about kindergarteners too? Plus how do we know if school is not using ABA techniques?

[@camaramn]

Hi! Thank you for the comment. We are always so appreciative of comments. Keep'em coming! You mention kindergarteners. Plenty of kindergarteners, especially late talkers, are not ready for circle time. The same considerations apply to them; we want to approach the child individually and developmentally and support them along the developmental path. It is reasonable to have the expectation that as a child grows and matures, they also progress in their ability to self-monitor their behavior and participate more and more . . . even in things that may not be their first choice. Many of the techniques that prove effective in achieving this are grounded in the principles of learning and behavior. ABA also has its basis in these principles, although appropriateness greatly depends on how you apply them. Implementing a well-thought-out system that provides options for a child who may be reluctant to participate in circle time, coupled with positive reinforcement (meaning responses that increase the desired behavior), can be highly effective. The key is to acknowledge where the child is developmentally, taking into consideration their temperament, and working with the child in small, achievable steps towards a set goal. It's important to recognize that ABA is a broad field. Nowadays, when ABA is mentioned, many people may think of a rigid and intensive treatment involving over 25+ hours per week following a standardized curriculum carried out by bright motivated individuals who have been trained in a specific, particular approach by a BCBA and who are not trained in the range of other therapeutic approaches. We don't advocate for that approach. However, thoughtfully applying the principles of learning and behavior, tailored to each child's unique needs, can be beneficial. Thank you for your valuable contribution to our channel. We hope to continue to hear from you! Mary Camarata