What strategy would be most effective for an early childhood special education teacher to try with Esther, a six-month-old child lacking verbal communication?

The most effective strategy for an early childhood special education teacher to implement with a six-month-old child like Esther, who lacks verbal communication, is to converse with her during daily routines. Engaging in conversation provides a rich language exposure that supports language development, even if Esther is not yet able to respond verbally.

By incorporating language into everyday activities, the teacher models communication, enhances Esther's understanding of language, and helps her learn the rhythm and patterns of speech. This interaction can include describing actions, naming objects, and responding to Esther's non-verbal cues like coos or gestures, which validates her attempts to communicate. Such meaningful exchanges foster a connection between the teacher and Esther, promoting her social and emotional development as well as her communication skills.

Other strategies, while potentially beneficial in their contexts, do not as directly support language development. For example, moving a colorful, noisy toy may capture attention but does not facilitate language exposure. Playing lively music can create a stimulating environment but lacks the dialogic interaction that is crucial for language acquisition. Arranging for weekly baby group interactions could provide social opportunities, but the frequency and nature of those interactions may not be as impactful on language skills as consistent, individualized conversation during daily routines.