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79 %u00a9 Elklan Training Limited 2025Elklan Supporting Gestalt Language Processing %u2013 a Total Communication Approach9.8 SPECIFIC STRATEGIES TO SUPPORT VOCABULARYLEARNING OF EMOTION AND TIMEAn older child or young person may be in a learning situation where they are being exposed to a lot of new words and these words may not fit with their interests. The following suggestions are for the school aged GLPs.Areas most likely to benefit from careful monitoring and support are the vocabulary of:%u2022 Emotion%u2022 TimeThe vocabulary of emotionsThe Gestalt Language Processing child or young person may have communicated their feelings and emotions historically by using a verbal gestalt, a physical gestalt or through their behaviour. Supporting the development of emotional vocabulary may be a priority to enable the child or young person to express their feelings through the use of self-generated language.The practitioner should name the emotion when they observe the child or young person experiencing it in real situations. Tingir and Whaon (2023) found, in a single case study, that it was effective to teach emotion vocabulary words through the repeated reading of story books which illustrated target emotion words. An individualised approach might include using a child or young person%u2019s favourite stories and book characters to discuss emotions. Elklan have developed a resource called Emotion Stories which helps the child to explore the thoughts, feelings of others and themselves in everyday situations. This may be helpful for pre-school and primary aged children.Golan et al (2011) have shown that the use of an animated video with human faces on transport characters called Transporters %u2018significantly improves emotion recognition%u2019 in autistic children. Children and young people may benefit from watching video clips from films and TV and discussing the emotions depicted by the characters. The emotions discussed may then be reinforced using strategies such as symbols or photos of different emotions or using vocabulary maps (see below). The vocabulary of timeLearning the vocabulary of time is challenging and the time for introducing these concepts will depend entirely on the individual%u2019s interest in time and their understanding of other abstract concepts. The abstract concept of time and associated vocabulary can be more accessible to learn if visual support is used in relation to something tangible and interesting for the child or young person. Here are some examples but they must be adapted to suit individual interests and needs.