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Development:
How to promote speech and language
development
When to worry and when to relax
Objectives
Describe the stages of Speech and Language
development.
Help you know when to be concerned about your
childs speech and language development
Give you tools to help facilitate speech and
language in everyday situations.
Syntax
Semantics
Morphology
Pragmatics
Phonology
Syntax
The rules about how words are combined to form
sentences.
Basically, grammar.
Semantics
The meanings behind words and word
combinations.
Vocabulary
Definitions
Implied meaning
Idioms
Morphology
The understanding of the smallest unit of
meaning in a language.
This includes the ability to add endings such as plural
s, -ing, -ed, ly etc.
Jump, jumping, jumped, jumps
Fast, faster, fastest, quickly
Pragmatics
The study of how language is used in social
situations.
Phonology
The study of how sounds are produced in a
language.
Articulation
Questions?
Birth-3 Months
Child will display a startle response to loud
sounds
Seems to recognize your voice and quiets if
crying
Attend and turn their head towards a voice
Smile reflexively
Quiet when picked up
Stops activity or coos back when a person talks.
4-6 Months
The child will:
Respond by raising arms when mother says come here
Responds to changes in tone of your voice
Move or look toward family members when they are
named
Makes babbling sounds more speech-like with many
different sounds, including p, b and m
Explore their voice through vocal play (growling,
squealing, yelling, making raspberries)
Vocalizes excitement and displeasure
Chuckles and laughs
7-9 Months
The child will:
Look at objects when named
Understand no
Begins using gestures
shake their head for no
Waving
Holding arms out to be picked up
10-12 Months
The child will:
Understand up to 10 words
Understand simple directions (sit down)
Use first true word(s)
Give toys or objects on request
Turns head to their own name
Gesture and vocalize to indicate wants or needs
So my child is 1 or younger
What can I do to help?
(the things you probably already do, but dont
think about)
Promoting language
development: Birth to 1
Reinforce your baby's communication attempts by
looking at him or her, speaking, and imitating his
or her vocalizations
Repeat his or her laughter and facial expressions.
Teach your baby to imitate actions
Peekaboo
Clapping
blowing kisses
pat-a-cake
waving bye-bye
Promoting language
development: Birth to 1
Talk while you are doing things, such as dressing,
bathing, and feeding (e.g., "Mommy is washing
Sam's hair"; "Sam is eating carrots"; "Oh, these
carrots are good!").
Talk about where you are going, what you will do
once you get there, and who and what you'll see
(e.g., "Sam is going to Grandma's house. Grandma
has a dog. Sam will pet the dog.").
1-2 Years
Syntax & Morphology:
Uses one to two word phrases
The child will use one word to convey an entire sentence
worth of meaning:
Doggie!Look at the Doggie
Doggie? Is that a doggie?
Doggie. Naming the object.
So my child is 1-2
What can I do to help?
(the things you probably already do, but dont
think about)
Promoting language
development: 1-2
Keep talking while you do things and go places
(explain what you are seeing/doing)
Use simple but grammatical speech that is easy
for your child to imitate.
Expand on words. For example, if your child says
"car," you respond by saying, "You're right! That is
a big red car."
Promoting language
development: 1-2
Read to your child as often as possible.
Try to find books with large pictures and one or two
words or a simple phrase or sentence on each page
Name and describe the pictures on each page
Have your child point to pictures that you name
2-3 Years
Syntax:
Uses 2-4 words per sentence
Sentence forms include:
Object+verb Mommy go
Verb+object Go car.
Subject+verb+object Mommy read book
Phonology
In general, by age 3 they should produce:
p, b, m, n, h, w
So my child is 2-3
What can I do to help?
(the things you probably already do, but dont
think about)
Promoting language
development: 2-3 years old
Continue to expand on what your child says
Expand on your child's vocabulary by reading
books that have a simple sentence on each page
Look at family photos and name the people. Use
simple phrases/sentences to describe what is
happening in the pictures (e.g., "Sam swims in the
pool").
Ask your child questions that require a choice,
rather than simply a "yes" or "no" answer
3-4 Years
Syntax:
Sentence length averages 3-5 words
Begins using
Irregular plurals
Third person singular present tense (she talks)
Past and present progressive (was walking, is running)
Reflexive pronouns (myself, himself)
Uses simple regular plurals correctly
Contractions
Phonology
In general, by age 4 they should also produce:
t, d, k, g, f
So my child is 3-4
What can I do to help?
(the things you probably already do, but dont
think about)
Promoting language
development: 3-4 years old
Expand vocabulary and the length of your child' s
utterances by reading, singing, talking about what
you are doing and where you are going, and saying
rhymes
Start reading books that have a simple plot, and
talk about the story line with your child
You can act out parts of the story together
Have your child retell the story
4-5 Years
Syntax:
Sentence length 4.5-7 words
Uses complete sentences
Uses future verb tenses I will go
Morphology:
Comparatives (big, bigger)
More consistent irregular plurals
Most pronouns including posessives (mine, his)
Phonology:
In general by age 5 the child should also produce:
-ng- as in song, j- as in yarn
So my child is 4-5
What can I do to help?
(the things you probably already do, but dont
think about)
Promoting language
development: 4-5 years old
Encourage your child to ask for an explanation if
he or she does not understand what a word means
Read stories with easy-to-follow plots. Help your
child predict what will happen next in the story.
Start to play early board games (Candyland,
Chutes and Ladders)
Play games like I Spy
5-6 Years
Syntax:
Sentence length 6-8 words
Past, present and future tense
Language approaches more of an adult level
Morphology:
Uses indefinite pronouns (nobody)
Superlative est (earliest) and ly (slowly)
Semantics
Understands and expresses spatial relationships (on/off)
Describes similarities and differences
Names the order of objects (first, second, third)
Phonology:
In general by age 6 the child should also produce:
ch, sh, s, dg-as in judge, l
By age 8:
Th (voiced and unvoiced) sp, sw, sl, z, r in all positions
No words by 18 months
Limited to no eye contact by 18 months
Pervasive rocking or flapping
Highly unintelligible speech at 3 (understanding
less than 50% of what the child says)
Not putting a variety of words together by the
time theyre ready for preschool
Describe what you are doing to the child while you are doing it
and describe what the child is doing while he/she is doing it.
More..
Encourage pretend play and play with them.
Encourage play with other children their own age
or older to improve pragmatic skills.
Model correct productions of words:
If the child says nake for snake you say it correctly
for them.