Many children with emerging language skills do not think of things as having parts, attributes or fitting into categories but these are necessary for developing appropriate, functional conversation skills. Once a child can ask for, label and receptively identify a great many items, it’s a good time to start teaching the feature, function and class or rather the FFC’s of items, people and places. These lessons teach a child to talk about things rather than just labeling them.
- Features may be: doors, wheels, tails, ears, etc.
- Functions may be: cutting, driving, eating, sleeping, etc.
- Class may be: animals, vehicles, foods, clothing, etc.
Some children with developmental disorders and other language delays have difficulty understanding and reacting to more complex language. They have receptive and labeling skills but are unable to participate in conversations. Teaching the feature, function and class of items, people and places is actually a bridge to intraverbals.
Receptive Identification by Feature, Function and Class
Many children with emerging language skills do not think of things as having parts, attributes or fitting into categories but these are necessary for developing appropriate, functional conversation skills. Once a child can ask for, label and receptively identify a great many items, it’s a good time to start teaching the feature, function and class or rather the FFC’s of items, people and places. These lessons teach a child to talk about things rather than just labeling them.
Some children with developmental disorders and other language delays have difficulty understanding and reacting to more complex language. They have receptive and labeling skills but are unable to participate in conversations. Teaching the feature, function and class of items, people and places is actually a bridge to intraverbals.