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Preschool Language, Emergent Literacy, and Pretend Play

presented by Susan H. Lederer PhD

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Disclosure Statement:

Financial: Susan Hendler Lederer receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.


 Non-Financial: Susan Hendler Lederer has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact support@medbridgeed.com. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:
The focus of this course is the challenges of the preschool curriculum to children with language delays. Language expectations and goals across developmental domains will be identified. Books to facilitate language, literacy, and curricular specific language will be shared.

Meet Your Instructor

Susan H. Lederer PhD, MA, BS

Susan Hendler Lederer, Ph.D., CCC is a professor in the Department of Communication Sciences & Disorders at Adelphi University, Garden City, Long Island, NY. She is a NYS licensed and nationally certified Speech-Language Pathologist with over 35 years of clinical experience including 20 years of academic experience in the areas of early language and literacy…

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Chapters & Learning Objectives

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1. Developmentally Appropriate Practices For Preschoolers with Language Delays

In this chapter, we will discuss principles of developmentally appropriate practice as prescribed by the American Speech-Language Hearing Association (ASHA), the National Association for the Education of Young Children (NAEYC), and Division for Early Childhood of the Council for Exceptional Children (DEC).

2. Language and Emergent Literacy

In this chapter, we will discuss the language challenges of preschool including novel vocabulary, compound sentences, and conversational skills using questions. In addition, we will identify the foundational emergent literacy skills needed for kindergarten. A variety of picture books to nurture preschool language and literacy goals will be offered.

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3. Social-Emotional and Cognition/Pretend Play

In this chapter, we will discuss the language challenges of preschool with a focus on social-emotional and cognitive/pretend play development. Picture books to foster language goals in these areas will be provided. The course will conclude with an activity to identify the many language, emergent literacy, and pretend play goals that can be targeted using a single picture book.

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More Courses in this Series

First Words: Assessment and Speech Therapy Goals

Presented by Susan H. Lederer PhD, MA, BS

First Words: Assessment and Speech Therapy Goals

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Children acquire approximately 50 single words before they produce word combinations. For young children with language delays exhibiting small single word/sign vocabularies, the role of the SLP is to assess and facilitate the acquisition of new target words/signs. For most of these children, a developmental approach guides this process. In this course, we will discuss assessment in terms of gathering, categorizing, and analyzing single word data observed in the natural environment and obtained from practical, parent-report tools. A case study will illustrate how this process leads to choosing specific single words/signs to target within and across semantic content categories. A sample intervention will conclude the course.

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Early Word Combinations: Assessment and Therapy Goals

Presented by Susan H. Lederer PhD, MA, BS

Early Word Combinations: Assessment and Therapy Goals

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Moving children from single words to word combinations is not just a matter of teaching two- and then three-word utterances. For young children with language delays in this period, the role of the SLP is to identify phrase/sentence types (i.e., content/form interactions or semantic relations) the child already produces and set new goals to expand the variety of types. In this course, we will discuss assessment in terms of gathering, categorizing, and analyzing early phrase/sentence data observed and elicited in the natural environment. A case study will illustrate how this process leads to choosing goals. Sample demonstration intervention concludes the course.

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Intervention for Single Words through Simple Sentences

Presented by Susan H. Lederer PhD, MA, BS

Intervention for Single Words through Simple Sentences

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.
In this course, participants will explore evidence-based intervention strategies and activities for children with language delays working on single words, phrases, and simple sentences. We will discuss the continuum from child-directed to adult-directed strategies with an emphasis on blended models integrating the best of both (i.e., focused language stimulation, enhanced milieu teaching). The benefit of routines, themes, and books will be explored. Live demonstrations will be included.

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