Page 78 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

Outside 6

Speech and Language Session Focus

Change of State -
Identifying Emotions

As interven onists, we know how to describe something that is

constant or non‐changing (e.g., the block is red, it is big), and how to

describe something that changes (e.g., the soup is hot). Individual service

plans o en focus on the non‐changing a ributes. However, descrip ons of changing states
should not be ignored.

Recognizing changes of state creates the groundwork for understanding our internal

emo ons and how we interact with others. Socially, a child understands not to hit someone
because he or she knows how it feels to be hit. A child will learn to share because he or she

knows how it feels to have something shared with him or her. The weather, me of day, and

seasons provide opportuni es to observe the fluid changes in our environment.

Today’s Plan

Parents should be encouraged to point out the obvious (e.g., “It is hot out here

today!”). They should also iden fy an emo on that a child is feeling and commiserate with

them. For example, “I see that you feel sad that you can’t play with the ball. I feel sad for you

too. Tomorrow we can prac ce being more careful so that it doesn’t go in the street, and I
won’t have to put it away.” Iden fy changes of state in:

 Food temperature

 The sun rising or se ng

 The weather

 The child’s emo ons
 The parents’ emo ons

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