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[MUSIC]
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>> Caitlin, what
do you want?
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>> I want to eat.
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>> You want to
eat the pie?
-
So with the fruit sorter,
-
there's obviously a lot
that you can work on.
-
But initially, I
wanted her to choose
-
the toy because
especially with kids that
-
have issues engaging,
-
you get more bang
for your buck if you
-
let them choose
and have control,
-
and then you join
them in their play.
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Open it. Oh, look.
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Say, take off.
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>> Off.
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>> Take off.
What's inside?
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>> Say, open. Open it.
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>> I'm hungry.
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>> I'm hungry. What
kind of fruit?
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>> Red.
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>> A red fruit?
Red grapes.
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>> Red grapes.
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>> Caitlin's waiting
for her turn.
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>> Yummy in my tummy.
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[LAUGHTER]
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>> Yummy in my tummy.
Yum, yum, yum.
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And you can still work on
-
the skills that you
need to target.
-
So I was still able
to target colors.
-
Do you want
yellow or green?
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>> Green.
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>> Green. Get green.
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>> Green.
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>> Green. Can we put
it in the pie? Put in.
-
I was able to incorporate
-
her using the core board,
-
which she's working on,
-
to ask for colors.
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Labeling, she
labeled fruit.
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>> No.
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>> I want more.
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>> More fruit. Look, Bud,
-
you have two bananas.
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One, two.
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And then my friend, Bud,
-
came over, and he's
-
a very imaginative
little person.
-
So any way you
can incorporate.
-
And you get to
know your kids.
-
You know what works.
-
So he likes to act
things out a lot.
-
So I was able to get him
-
counting and requesting
all through play.
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>> Yummy.
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>> You have all
the bananas.
-
How many do you have?
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>> Yummy.
-
>> Can we count
them? Let's count.
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>> One.
-
>> One.
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>> Two.
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>> Here. One. Help me.
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>> Two.
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>> Two.
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>> Three.
-
>> Three.
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>> Four.
-
>> Four.
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>> Five.
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>> Five.
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>> Six.
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>> Six.
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>> Seven.
-
That's a lot of bananas.
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>> Yummy.
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>> Yum, yum, yum.
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And she is working
-
on turn taking
and sharing also,
-
as everybody is when
they're four, I think.
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And use the card again.
-
And also, she was sharing.
-
In the game, we
modeled sharing.
-
Here's what it looks
like when you share
-
something with somebody.
Can I have a bite?
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Will you share? Sharing.
-
Thank you for sharing.
-
There's so much social,
-
academic, even direction
-
positional in, out.
-
All of those
concepts that are
-
so fundamental can be
-
worked on with
pretty much any toy.
-
And one thing that I have
-
learned is that even
-
though she got to
choose the toy,
-
if I control
the environment
-
and control the materials,
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it just means she's
going to have to use
-
her language that much
-
more to get
what she wants.
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And that's what we want,
-
because that's how
they're going to get to
-
be more independent.
Hands down.
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>> Help.
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>> Help.
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High five. Good work.
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[MUSIC]
