What is Gestalt Language Processing and How is it Best to Provide Help with my Child?

Contributing author: Anna Grace Wood, GSU Graduate Student Clinician

What is Gestalt Language Processing?

Have you ever heard your child repeat a phrase from their favorite tv show or quote what you said earlier in the day? Then, you may be seeing your child using a way to process and develop language known as Gestalt Language Processing (GLP). When communicating, your child may use “gestalts” or “chunks” to communicate. Even if they do not know the meaning behind the words, it has been memorized as a “chunk,” instead of learning one singular word at a time, like a child that uses Analytic Language Development. While it may seem as though your child is “scripting,” these chunks have meaning for the child, and come from routines, caregivers, school, or everyday exposures, such as songs or movies. Over time, children will begin to break these “chunks” of language into smaller pieces to express more self-generated language.

Instead of thinking that your child is just repeating language, it is important to remember that they are learning language through their own way, chunks, and that they want to communicate with us in their preferred way.

It is important to remember that some children learn language differently and that is okay, and by knowing what Gestalt Language Processing is, this can help find the best ways for you to support your child as they grow and learn language. By understanding the why and how behind what your child is trying to communicate with you through Gestalt Language Processing, this will not only help them in continuing to use their own way of language development to make strides in self-generation of language, but also provide support for you to assist them in using GLP!

What Are the Stages of Gestalt Language Processing?

Gestalt Language Processing consists of 6 different stages from the Natural Language Acquisition (NLA) framework and being aware of each stage can further assist in knowing how to support their communication at each stage.

Stage 1: Use of gestalts or chunks: In this stage, your child will communicate through repeated chunks such as scripts, songs, or episodes. An example of this stage could be “Come on, let’s save the day!” This chunk may have come from a favorite book or movie.

Stage 2: Use of mitigated gestalts: In this stage, your child will start to break down the scripts to combine different combinations of “partial” scripts. Instead of using separate scripts such as, “Time to clean up” or “Let’s go outside,” the child may combine partial scripts into one utterance, such as “Time to go outside.”

Stage 3: Use of isolated words: In this stage, we begin to see the child communicating with one-word or two-word combinations. The child may use a single word, like “outside,” or combine components of language, such as “go outside.”

Stage 4: Use of original phrases: In this stage, individual words are being used to self-generate phrases, and we start to see an emerging grammar system. An example of this stage could be a simple self-generated sentence such as, “I want to go outside,” emphasizing early emergence of grammar rules and a consistent word order.

Stage 5: Use of original sentences containing complex grammar: In this stage, sentences with more complex grammar are being used in speech. An example of this stage could be, “We went to the park, and I got ice cream.” We start to see use of more advanced grammar in their use of conjunctions, verb tense, plurals, and pronouns.

Stage 6: Use of original sentences with a whole grammar system: In this stage, the child has emerged to use a complete grammar system within their self-generated sentences. An example could be, “When I went outside, it started to rain.” At this stage, all grammar is fully integrated.

It is important to know that each child will move through the stages at their own pace as there is no “strict timeline” to go by and that their progression is not always going to be linear. Some children may use a mix of stages to communicate, while others may only use one stage at a time, but knowing each stage will help to better support your child.

How Can I Support My Child as a Gestalt Language Processor to Encourage Functional Communication?

1. Follow the Child’s Lead and Acknowledge their Communication. Oftentimes, the chunks your child is using may need context to be fully understood, but even if those words do not match the “moment,” it is important to validate those communication attempts and respond to what they are trying to communicate as these hold meaning for them.
2. Offer and Model Language: By creating rich language learning environments, especially in environments that matter to the child, this will help the child grow naturally into using more flexible language. Since Gestalt Language Processors use chunks to communicate, language modeling can provide the child with meaningful phrases they may pick up on to use, when they are ready. By modeling functional communication that will help them communicate with you based on their chunks, this can help them create meaningful, spontaneous language on their own time.
3. Make Connections Between Language: Beginning to watch a Gestalt Language Processor connect pieces of language together is such an exciting part of the process. While trying to understand what the child is trying to communicate within their chunks may sometimes feel like “detective work,” this process can be made more practical by trying to link when are the times that a child is using certain chunks. The same chunks may be used in familiar situations, so connecting the intent with the phrases can establish more intentional communication for you and the child.
4. Collaborate with SLPs, Family Members, Teachers, Etc.: When everyone is on the same page, this can make communication for your child much easier. Collaborating with others on what works best for your child, such as how to best model meaningful phrases, understanding what routines work best with their predictable language, what chunks are and what chunks hold meaning for the child, and how to follow the child’s lead when they are communicating can make a world of difference in the child’s language development.
5. Celebrate all Communication Attempts: Acknowledgement behind the intent is really what will allow the child’s communication to flourish. Chunks are still communication, so it is important to remember that they are still communicating in their own way and to help them feel heard and understood in their communication. This will empower them to keep using their voice to communicate, one-step at a time!