Before bringing out the photo album, you must create an environment that encourages interaction and limits the child's ability to easily walk away.
Make it Predictable: Choose a familiar, predictable time for this activity so the child knows what to expect, such as right after lunch, after a nap, or after snack time. This will begin as a caregiver-led activity- Do NOT leave this photo book out for a while- the book comes out during the predictable routine you set and is only out while you are working with your child. (If you leave it out, it will get messed up or lost. You will also lose the upper hand of using a special, caregiver-only item.)
Limit Distractions: Ensure you and the photo album will be the most interesting things in the room. Turn off all electronics, including the TV, tablets, and phones. Limit background noise and put away clutter or any extra toys that might compete for the child's attention.
Create a Defined Play Space (Set Boundaries): The closer you and your child are, the easier it is to interact. If the child has difficulty staying near you, set up a smaller, more intimate physical space to naturally keep them close. You can do this by:
Moving a table or couch to block off a corner of the room.
Putting a large blanket over a table to create a "tent" or making a fort out of couch cushions.
Using a high chair, a booster seat at the kitchen table, or even sitting together in a dry bathtub.
Positioning: Once in your defined space, position yourself directly at or below the child’s eye level. This ensures that when the book does come out, they can easily make eye contact with you and see your facial expressions.
Follow Your Child's Lead: Now, bring out the photo album. Let the child lead by choosing which pages to look at, and allow them to visually explore the photos of their family without making demands. Do not let the child "check out"; give them a reason to include you by looking and sounding fun.
Avoid Questions and Directions: In this initial stage, simply watch what they look at and make simple comments to join in (e.g., "Wow, Grandma!"), rather than asking them what things are or telling them where to point.
Once the child is engaged, you want to extend their attention and begin back-and-forth exchanges.
Adjust Your Communication (Use Animation): To hold their attention, use exaggerated facial expressions, big gestures, and a lively tone of voice as they look at the pictures. For example, if they turn to a picture of a favorite snack, rub your belly and say, "Yummy!".
Create Opportunities (Balanced Turns): Help your child anticipate turns by tapping your chest and saying "My turn". Point to a picture yourself, make a short comment, and then gesture to them and say, "Your turn," to establish a back-and-forth rhythm that extends their attention span.
"Okay, but what if my child just shuts the book? I can't teach them if they just close off from the book, right?"
Treat the action as communication: Rather than seeing the closed book as a rejection, respond to your child's behavior as if they are purposefully telling you something. You can acknowledge their nonverbal communication by labeling their action or emotion, such as saying "All done!" or "Close book"
Be sensitive, but persistent: Do not let your child "check out" or wander off to be alone for long periods. Stay face-to-face, and if they express frustration or protest, do not just leave. Give them a reason to include you by looking and sounding fun, and try joining their play in a different way
Use Animation to make it a game: Make the moment playful by exaggerating your reaction to the book closing. You can gasp playfully or use an attention-getting word like "Uh-oh!" or "Wow!" when the book slams shut to see if that captures their interest and prompts them to look at you
Turn it into a Communicative Temptation: You can use the closed book to your advantage by creating an opportunity for your child to initiate an interaction. Playfully hold the book closed or slightly out of reach so that they require your assistance, and wait with an expectant look to see if they will ask for help
Model the word "Open": If they reach for the book or try to pry it open, treat this as an initiation. You can tap on the cover of the book and model the word "Open," or demonstrate the sign language gesture for "Open" to show them how to communicate what they want.
Next, the goal is for the child to shift their focus between the album and you (joint attention), and link your words to the pictures they see.
Model Communication: Talk about what your child is paying attention to as they look at the album. Use simple language and point to the photos as you talk to help them understand the meaning.
Stress Important Words: If they look at a picture of Grandma, point to it, pause, and emphasize the word: "Look, Grandma!". Wait to see if they shift their gaze from the picture to your face to share the moment.
Before expecting a child to say words, you want them to show understanding by using early gestures, like pointing.
Prompt for Understanding: Give your child a clear, one-step instruction, such as "Point to the dog".
Use the Three-Prompt Rule: If they do not point, give them a little more support. First, repeat the instruction and tap the picture of the dog. If they still do not respond, use physical guidance by gently taking their hand to help them point to the dog.
Reward: Immediately reward them with praise (e.g., "Great pointing to the dog!") to reinforce the behavior.
Once the child shows understanding, you can encourage them to produce sounds intentionally and copy what you say.
Imitate Your Child: First, imitate any spontaneous sounds your child makes while looking at the album to show them their voice has meaning.
Prompt for Imitation: Model a simple word related to the picture they are looking at and wait for them to imitate you. For instance, point to a picture of a ball and say, "Ball." Wait with an expectant look.
Reward Good Attempts: If they make a good attempt, like saying "Buh," immediately reward them by expanding on it: "Yes, big ball!".
The final goal is for the child to spontaneously initiate communication or answer simple questions to get their needs met or share information.
Create Opportunities (Communicative Temptations): You can playfully hold the photo album closed or out of reach so the child has to initiate interaction to ask you for help or to say "Open". Now that you have taught your little one so many new skills, try taking the book along on outings such as car rides, restaurants, or doctor's appointments.
Ask a Question / Time Delay: While looking at a familiar picture they know well, use a time delay by pointing to it and waiting with an expectant look. If they don't name it, ask a simple, direct question like, "Who is that?" or "What is that?".
Expand on their Communication: When they successfully name the picture or answer the question, expand on their words. If they say "Cookie," you can reply, "You want to eat the cookie!"