These strategies can be used to facilitate communication in children with or without disabilities by manipulating the environment, planning activities and using child-initiated activities. These strategies can readily be implemented in daycare and preschool settings.

1. Facilitating Spontaneous Language: The teacher can arrange the environment to increase interest and elicit communication. Some strategies include: using new and novel materials, using materials that are visible but out of reach, "forgetting" the materials or routine, and creating situations that require the child to seek assistance.

2. Focused Stimulation: This includes over representing the targeted language response in the environment and using the target form in speech at a high frequency in varied formats. For example, the children are learning colors so the color purple is introduced through a peanut butter and jelly book, purple playdough, purple blocks, purple toys etc., as well as the word "purple" being used to describe the items used.

3. Story Reading: The book is used as a medium for conversation in which modeling, labeling, asking open-ended questions and expanding on the child's responses can be emphasized. When done in a group setting, turn taking responses can be emphasized, thus allowing for children who need a longer processing or word retrieval time.

4. Dramatic Play: This activity facilitates language. Teacher modeling and role prompting procedures can be used to facilitate peer interaction, vocabulary and sharing through use of a variety of dramatic play themes such as camping, beauty shop, bakery and post office.

5. Sensory Table: This table appeals to many children and can include a changing variety of materials such as sand, water, rice, soap flakes and noodles. Communication can be emphasized in this area through the sharing of materials, cooperative and dramatic play, and expanding the child's vocabulary.