What are information-carrying words?

An information-carrying word (ICW), also known as a key word, is a word that carries meaning in an instruction. For a word to count as an ICW or key word, the child has to make a choice of some sort to complete the instruction correctly.

When working on ICWs or key words, we always use familiar words for the child. We are not testing their understanding of the individual words, but their ability to follow a certain length instruction.

• We only know if a child is able to follow ICWs successfully if they can follow the instruction without any additional prompts, such as the adult looking, pointing or gesturing at the item or activity we want them to select
• If they struggle to follow the instruction, we may need to do some of these things to help them achieve the instruction correctly
• As they become more confident with this, we should aim to remove all additional prompts so we can check they can follow the instruction independently.

The following activities can be used to support your child to develop these skills.

Before giving an instruction, it is important to remember to:

• reduce background noise (turn off the TV, radio and other distractions). Ideally, try to find a quiet corner
• say their name or touch them gently on the arm and wait for them to look before giving the instruction
• use simple language and praise to keep them engaged in the task.

Activity ideas

The ICWs are shown in bold in the examples below. Remember, the child needs to make a choice for these items or actions to make them count. Be creative and try to think of other examples using your child's favourite toys or activities.

• You will need a big and little teddy and doll (or animals), and a table and chair. Ask your child to: "Make the big teddy jump on the chair", "Make the little doll sit on the table", "Make the little teddy sleep on the table" and so on.
• You will need a brush, a sponge and a big and little teddy and doll. Ask your child to: "Brush the big doll's tummy", "Clean the little teddy's ear".
• You will need two sets of objects in different colours (for example, a red and blue car and a red and blue ball), and a table and chair. Ask your child to: "Put the blue car under the chair", "Put the red ball on the table".

How can I use this in real life?

Think about all the opportunities across your day that you can practise following four ICWs with your child. This can be in everyday activities they enjoy as long as you are using familiar words and they have to make four choices to complete the instruction.

• sorting out the washing
• finding items in the supermarket
• playing with teddies, dolls or vehicles
• requesting different coloured paints or pens
• finding a certain coloured sticker
• finding objects or animals in a book
• finding certain clothes to wear
• choosing a certain colour or size brick when building a tower.

Remember

• If your child is currently working on following four ICWs, they will not be ready to follow this independently in everyday situations
• Think about the instructions you give them on a day-to-day basis
• If you really need them to follow an instruction, try to simplify this to three ICWs and use gestures or pointing to help them be successful
• When you have time to support them, you can make this harder so they can practise their target of following four ICWs with your help.