Parents and caregivers can use a variety of strategies to encourage children's language development. We kept the following in mind:

Talking to the child – before the child can talk, it is important for adults and children to talk about him, for example, if he explains what he is doing ("Time for Adam's Lunch , is it not true? ") Or what is happening (" Here's a nice day ";" The mummy will soon be here. ") Remember to leave the breaks to allow the child to react

– Children do not understand the words, but they usually understand the meaning when they use a clear expression. For example, if a child takes the ground in the garden and is about to eat it, then he can say that he or she is " ugly". You may not know what you mean "ugly". If you simultaneously raise your face and symbolize your tongue's bitterness, the child will understand the meaning of the word. Most adults naturally do this when talking to young children.

Reading and storytelling

Social interaction . Including the child's experiences that allow you to listen to conversations and meet new people.

Language and Other Development Areas

A child can effectively communicate and use language effectively in many other areas of key development.

Language has a close relationship with intellectual development and is the most important means of developing our thinking. For example, we use words to help store and recall memories and other information.

Think of the "sunshine" – what memories and thoughts do you do for this?

Everyone's memory and thought will be a little different. When we asked a group of students to answer the question, the answers included:

  • warmth
  • light
  • holiday on cypress
  • summer
  • a T-shirt with a day motif
  • flowers. This is a good example of how words work as tools to help organize and remember our thoughts and memories

    They also tend to apply the words spiritually to the management and planning of actions, for example, "These must first be thrown into the library and then I have to go into the supermarket."

    It follows that children whose ability to communicate have impaired or restricted vocabulary in some sense also find it harder to develop the reasoning skills and to acquire new concepts.

    Communication skills are essential for the children to express themselves and understand the opinions of others. It follows that the development of language and communication skills and social skills are closely related. Poor communicators find it difficult to find social situations and find it difficult to communicate with other people.

    Talking Communication

    Efficient use of the language means much more than simply learning words – the child must also learn a broad range of skills around speech and communication, such as understanding the operation of the conversation. These are known as pragmatic abilities

    Pragmatic skills evolve in the early weeks of life, tiny babies take each other, start and talk communication nodes and talk. not verbally caregivers.

    Pragmatic abilities include:

    1. knowing that you must answer a question asked by a question;
    2. was able to participate in a conversation by alternately holding the other performer;
    3. recognizing and answering non-verbal aspects of language;
    4. awareness that you need to introduce a discussion topic so that the student can fully understand;
    5. Knowing which words or type of sentence should be used when initiating a conversation or answering something that someone has said;
    6. ability to maintain the subject;
    7. the ability to preserve the right eye contact (not too amazing and not too cautious) during a conversation;
    8. is able to distinguish the conversation and behave in different people and in different situations.

    A lot of everyday activities can be used to encourage children's language development, for example during meals or group work. Parents and carers need to look for ways to help children develop their language. This includes the following options:

    • Use questions
    • to listen to
    • to learn a new vocabulary
    • to speak.

    Handling Errors

    Young children have made a lot of mistakes in their speech. Often, they use grammar incorrectly and may impersonate words because they have difficulty in making the right sounds. They replace the heavy tone with a lighter one, for example, a & # 39; and & # 39; a & # 39; yes & # 39; Such difficulties usually occur when they are 5 or 6 years of age.

    It is very important to address these mistakes in a positive way if we increase the child's trust. Avoid direct correction of errors. Introduce the child to understand what he wants to say and teach him how to say the word correctly. For example:

    Child: & # 39; Mook. & # 39;

    Better to answer "Yes!" Book, book. & # 39; like & # 39; No, no mook, book. & # 39;

    It is also often helpful for older children to confirm mistakes. They get the message, but they do not feel any criticism. This can be the key to good communication between the two.

    Child: "I'll do my homework tomorrow."

    Adult: Do you have to do this tomorrow? ALL RIGHT. & # 39;

    Some kids are so eager to get the words, or they say they stumble. Parents may worry that the child begins to swell, but this is only a temporary phase in which many children are going through. This is not a real stutter. It will only become a problem if the parents or caregivers get in trouble and try to correct the child's speech. The child becomes self-confident, and real stuttering may arise at which stage a speech therapist may be needed.

    Delayed Language Development

    Children can learn to talk slowly for several reasons, including:

    • genetics – parents may have been late speakers.
    • could concentrate on other aspects of development, such as learning to walk.
    • is not enough individual attention from adults – kids learn to talk about adults, not about kids. This can be a problem for large families or twins or toddlers who are very old.
    • lack of encouragement.
    • deafness – A child can not learn to speak unless he can hear the words spoken by other people. They should also be able to hear themselves to improve their own efforts in words. Interestingly, during the first year, deaf children are usually caressed with other infants, but they are stopped a few months later. This may be because they do not hear themselves, so they can not reinforce greed. It is extremely important to recognize early deafness in children early as treatments are treated earlier, the better the outcome. Parents and caregivers are in an ideal position to find that something inappropriate for listening to children. These problems are often raised during routine development surveys conducted by health visitors during the first year.

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