In order to learn non-verbal cues, young children must have grasped two non-verbal learning skills; making and holding eye contact, and imitating. For children on the Autism spectrum, these skills may come at a later-than-normal age, but with practice, even for children with learning challenges, they can eventually be mastered. If you can hold your child's eye contact for at least 10 seconds, and he can imitate simple actions, he is ready to participate in non-verbal cue learning games.
Some non-verbal cues are universal; the pointer finger in front of pursed lips for "shush," or palms up, fingers together to signal "stop!" Others may come from American Sign Language (ASL), such as the sign for "thank you." Families may also come up with customized non-verbal cues for interaction with young children; knocking fists together in the car to signal "latch your seatbelt," or pointer finger to the forehead signifying "stop and think" to an impulsive child. Caregivers first determine what the non-verbal cues will be -- how they will look and what they will mean.
A caregiver can make any learning experience into a game by combining three simple characteristics: enthusiasm, song and reward. For instance, if teaching a child the ASL non-verbal cue for thank you, exaggerate the sign, dramatically leaning forward and extending the arm out, always keeping a smile on the face. Make up a little melody for the words "thank you," and repeat it rapidly while making the sign. When the child imitates the sign, clap wildly.
In modeling games, the caregiver uses a stuffed animal, puppet or jointed doll to perform the non-verbal cue, with the child following along. Again, spoken words or words put to song can accompany the modeling. As the child participates, cookies can be the reward.