How can I help my childs language development at home?

What is language?
A socially shared code to express

thoughts and concepts.

(ASHA.org)

Componenets of Language
Semantics What does a word

mean?

Components of Language
Morphology How to make a new

word.
Happy
Unhappy
Unhappiest
Happiness

Components of Language
Syntax How do we put words

together to convey meaning

We will discuss violence on TV.

Components of Language
Pragmatics What word

combinations do we use in certain

social situations.
Excuse me. vs. Get out of my

way!

What is Speech?

(ASHA.org)

The verbal means of communicating.

Speech includes:

Articulation How speech sounds are

made, and the rules that govern how

they are combined (phonology).
Voice The use of the vocal folds and
breathing to produce sound.
Fluency The rhythm of speech
(hesitations or stuttering can negatively
affect fluency).

Language Development
Birth through Three:
Childrens first words are used to fulfill
(Owens, 1996)

specific intentions. They can be used

for:
LabellingRepeating
Answering
Requesting
(action or answer)
Calling Greeting
Protesting (NO!) Practicing

A Representative List of
Early Words:
Juice
Cookie
Baby
Bye-Bye
Hi
Car
Water
Eye

Mama
Dada
Doggie
Kitty
Dirty
Hot
Shoe
Nose

All Gone
More
No
Up
Go
Do
Milk
Hat

6 Months
Vocalization with intonation
Responds to his name
Responds to human voices without

visual cues by turning his head and

eyes
Responds appropriately to friendly
and angry tones

12 Months
Uses one or more words with

meaning (this may be a fragment of

a word)
Understands simple instructions,
especially if vocal or physical cues
are given
Practices inflection
Is aware of the social value of speech

18 Months
Has vocabulary of approximately 5

20 words
Vocabulary made up chiefly of nouns
Some echolalia (repeating a word or
phrase over and over)
Much jargon with emotional content
Is able to follow simple commands

24 Months
Can name a number of objects common to his

surroundings
Is able to use at least two prepositions, usually
chosen from the following: in, on, under
Combines words into a short sentence-largely
noun-verb combinations (mean) length of
sentences is given as 1.2 words
Vocabulary of approximately 150-300 words
Volume and pitch of voice not yet well-controlled
Can use two pronouns correctly: I, me, you,
although me and I are often confused
My and mine are beginning to emerge
Responds to such commands as "show me your
eyes (nose, mouth, hair)"

36 Months

Use pronouns I, you, me correctly

Is using some plurals and past tenses
Knows at least three prepositions, usually in, on, under
Knows chief parts of body and should be able to
indicate these if not name
Handles three word sentences easily
Has in the neighborhood of 900-1000 words
Verbs begin to predominate
Understands most simple questions dealing with his
environment and activities
Relates his experiences so that they can be followed
with reason
Able to reason out such questions as "what must you
do when you are sleepy, hungry, cool, or thirsty?

Changing Meaning by
Changing Whole of Parts
of Words (Some Early Morphemes):

-ing endings: 19 28 months

In 27 30 months
On 27 30 months
Plural s 27 33 months
Irregular past tense (i.e. brought) 25 46
months.
Possessive s : 26 40 months
is 27 39 months
a, the 28 46 months
Past tense ed:
26 48 months

Developmental Sequence
of Some Basic Concept
Words:
In and On :
24 months
Under
Next to

36 months
40 months
Behind, In back/front, beginning to
use above, below, and using
kinship words.

Approx. 48 months
Before and After
60 months

Development of Pronouns:
(Owens, 1996)

I , it:
My, me, mine, you

12 26 months
27 30 months
Your(s), she, he, we
31 34 months
They, us, her(s), his, them 35 40 months
Its, our, him, myself, yourself, ours, their(s)
41 46 months
Herself, himself, itself, ourselves, yourselves,
themselves:
47 + months

48 Months

Knows names of familiar animals

Can use at least four prepositions or can demonstrate his
understanding of their meaning when given commands
Names common objects in picture books or magazines
Knows one or more colors
Can repeat 4 digits when they are given slowly
Can usually repeat words of four syllables
Demonstrates understanding of over and under
Has most vowels and diphthongs and the consonants p, b, m, w,
n well established
Extensive verbalization as he carries out activities
Understands such concepts as longer, larger, when a contrast is
presented
Readily follows simple commands even thought the stimulus
objects are not in sight
Much repetition of words, phrases, syllables, and even sounds

60 Months

Can use many descriptive words spontaneously-both

adjectives and adverbs
Knows common opposites: big-little, hard-soft, heave-light,
etc
Has number concepts of 4 or more
Can count to ten
Should be able to repeat sentences as long as nine words
Should be able to define common objects in terms of use
(hat, shoe, chair)
Should be able to follow three commands given without
interruptions
Should have simple time concepts: morning, afternoon,
night, day, later, after, while, tomorrow, yesterday, today
Should be using fairly long sentences and should use some
compound and some complex sentences
Speech on the whole should be grammatically correct

Tips for Parents on

Learning at Home
Source: Schrader, Margaret. Communication Skill Builders. 1988.

Talk to your child - even if your child

does not seem to understand at first.

Talk often about what you are doing
or what you see around you.
Give you child time to respond.
Eye level Get down to your childs
eye level and look at your child as
you are listening. Show your child
that you are sincere.

Tips for Parents on

Learning at Home
Observe your childs attempts to

communicate. Appreciate any

attempt to communicate as a step
towards language development.

Activities for Language

Development
from Richman, Linda G.

Communication Skill Builders.

1988

Walk and Talk Take an eye spy

walk around your town. Talk to your

child and ask about whats going on
(dogs running, children playing
baseball, construction, shopping,
etc.) As you talk your child will learn
words for different experiences.

 Play Follow the Leader as the leader,

you can model actions along with

language;
I am jumping!
I am clapping!
I am marching!

 Food Talk Eating and meal

preparation are language-rich

moments:
Have your child tell you whats needed
for lunch. Model words he/she doesnt
know.
Have your child explain the steps for
making a sandwich.
Have your child help you write a
grocery list. Have him/her name the
things in the flyer.

Create Shared
Experiences
(Manolson, 1992)

Recognize your childs interests and

try to add a new element.

Engage in a high interest activity
ball, wind up toy, balloons, bubbles.
Acknowledge subtle attempts to
communicate.
Scripted play help your child
anticipate what will happen next and
then wait for a response.

Daily Routines
Language and Experience
(Manolson, 1992)

Waking up
Brushing teeth
Getting dressed
Picking up toys
Taking a bath
Getting ready for bed
Putting away groceries
Raking leaves
Washing car
Making beds
Getting into the car

Add Information:

Add Information:

(Manolson, 1992)

When your child shows interest

When something out of the ordinary

happens:
When things go wrong:
Why, What, How to make the

experience better.

Adding Information

(Manolson, 1992)

Imitate your child and add a word:

Interpret Provide the adult model of

what your child meant to say.

Expand on your childs utterance

Ways to Help Your Child

Understand:
(Manolson, 1992)

Use gestures
Show the object youre talking about
Name and label people and things
Talk in simple sentences
Vary your pitch and tone
Repeat

Thank you for

coming!!

References:
Manolson, Ayala. (1992). It takes

two to talk: A parents guide to

helping children communicate.
Toronto: Hanen Centre Publication.
Owens, Jr., Robert E. (1996).
Language development: An
introduction: fourth edition. Boston:
Allyn & Bacon.
http://www.asha.org/public/speech/d
evelopment/