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Three Ways To Stimulate Language Development for Children
Language formation and development
Children develop speech very quickly from birth to age five. Studies have even suggested that children learn language from conception, while developing in their mothers’ wombs. Sensory and brain mechanisms for hearing develop in the 30th week of pregnancy. A new study shows that unborn babies listen to their mothers speak during the last 10 weeks of pregnancy and can demonstrate what they heard at birth. In fact, scientists have found that babies as young as a few hours old can distinguish the sounds of their native language from the sounds of a foreign language.
Further critical periods for speech and language development remain in infants and young children when language is best absorbed by the brain. In the first 3 years of life, when the brain develops and matures, the acquisition of speech and language skills is most intense. If this critical period passes without exposure to the language, it will be more difficult to learn. These skills are best developed in a world rich in sounds, sights and constant exposure to the speech and language of others. Language and communication skills are crucial because good communication makes them more capable of socialization. In the end, it is more important for them to learn from their environment and from formal teaching in the classroom.
Language is the words your child understands and uses. It is also the way your child uses these words. It includes both spoken and written forms. Speech is the ability to produce sounds that form words.
In my years of teaching young children, especially children with special educational needs; I followed three simple techniques that helped a lot. And it’s very simple. All you have to do is TALK to the kids. What becomes more important is HOW we talk to them.
Three ways to encourage children’s language and speech development
1. InfoTalk or Information conversation
Using InfoTalk (also known as: Parallel Talk) is the most basic. This is a technique where we, the parent, guardian or carer describe what the child is doing or seeing. In Info Talk, we act like a radio host or presenter. We observe the child’s actions and describe them. We do not expect an answer. We do not ask the child any questions. We talk to inform. We talk to give the child information about what he is doing or what he is seeing.
We do InfoTalk with actions to specify actions or objects. We can show it or act it out while we speak. We emphasize nouns and verbs.
We will often have to sound like a broken recording, where we will have to repeat what we are saying. And it’s better this way.
Example of InfoTalk:
If a child colors a picture in his book,
INFOTALK: “Oh, you colored hat Red.” (points to the RED crayon and the HAT in the picture)
You can also point to the head which means that the hat is something he/she wears on the head.
He or she cried after scratching his knee,
INFOTALK says, “That really hurts (brushing his/her knee). You are cry because fall on yours knee makes you feel hurt.“
You gave the word for what he/she does – cries; you gave a reason – to his/her action – it falls; and you gave a name to his/her emotion – hurt.
2. Echo Talk
Echo Talk or repetition is when we simply imitate what the child or children say. We emphasize the correction of their articulation, not their structure.
Examples of Echo Talk
The child said, “I want to watch Dow: The Expowew now.”
ECHO TALK says: “I want to watch DoRa: ExpLonRER now.”
The child said: “Let’s play tic-tac-toe”.
ECHO TALK says: “Let’s play YouCKLE-youCKLE.“
3. Modeling imitation-expansion
Imitation-extending modeling is when we primarily imitate what the child/children say/say as an adult would say. We can add a word or two to what our child/children are saying. Basically, we repeat their words back to them and complete them for them. Our focus is to listen to what the children are trying to tell us. What do they mean? In any case, children love to hear their own words repeated to them.
An example of imitation-extensible modeling
The child says “Up”:
IMITATION-EXPANSION MODELING says: “You want to go up.”
It can also be: “You want I’ll go upstairs?”
The child says “Mine!”
IMITATION-EXPANSION MODELING says: You think; “That is mine. (Yes, it’s yours.)
Developmental differences
The stages of language development are universal among humans. However, the age and pace at which a child reaches each milestone in language development varies widely among children. Development is a personal thing. Do not rush your child or be anxious. If you feel that the delay is too much of a difference, you can always contact the experts who will be happy to help you.
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