an introduction to and language development speech … · speech and language development tips for...
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Two Types of Communication SkillsFrom birth baby begins to develop the two communication skills they will continue to build on and use throughout their life:
• Receptive communication is the ability to receive and understand a message from another person. Baby demonstrates this skill by turning their head towards your voice and responding to simple directions.
• Expressive communication is the ability to convey a message to another person through sounds, speech, signs, or writing. Crying, babbling, and using body language are examples of baby’s early expressive skills.
An Introduction to
Speech and Language Development
Tips for Encouraging Speech and Language Development
Use a high-pitched, sing-song voice. This helps get and keep your baby’s attention while you talk.
Play with sounds. Get silly while playing and make sounds that connect with what your child is doing.
Use facial expressions and gestures to communicate the meaning of words.
Describe your actions as you dress, feed, and bathe your child. Pairing the same words with routine activities is a great way to develop language.
Encourage two-way communication. When your child communicates with you using sounds, words, or gestures, be sure to respond and take turns in “conversation.”
Read with your child. “Reading” can simply mean describing pictures without following the written words. Choose books with large, colorful pictures, and encourage your child to point to and name familiar objects.
Expand your child’s vocabulary by building on the words they already know. For example, if your child says “dog,” you could say “Yes, that’s a big dog!”
Recast your child’s phrases. If your child makes a speech or language error, respond with their phrase in the correct form. This helps them learn proper pronunciation and grammar. For example, if your child says “Doggy big,” you can respond with “Yes, the doggy is big.” FREE tools to maximize child development
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Spee
ch &
La
ng
uag
eH
eari
ng
&
Un
der
stan
din
g
Mak
es e
ye co
ntac
t
Crie
s diff
eren
tly fo
r diff
eren
t ne
eds,
e.g
. hun
gry
vs. t
ired
Coo
s and
smile
s
Tur
ns h
ead
tow
ard
soun
d or
voi
ce
Qui
ets o
r sm
iles i
n re
spon
se
to so
und
or v
oice
Sho
ws i
nter
est i
n fa
ces
Beg
ins b
abbl
ing
with
cons
onan
t so
unds
, e.
g. b
a, b
a, b
a
Mak
es d
iffer
ent k
inds
of
soun
ds to
exp
ress
feel
ings
Imita
tes s
ound
s and
faci
al e
xpre
ssio
ns
Lis
tens
and
resp
onds
whe
n sp
oken
to
Fea
rs lo
ud o
r une
xpec
ted
nois
es
Not
ices
toys
that
mak
e so
unds
Use
s man
y so
unds
in b
abbl
ing
Par
ticip
ates
in tw
o-w
ay co
mm
unic
atio
n
Beg
ins u
sing
han
d m
ovem
ents
to
com
mun
icat
e w
ants
and
nee
ds,
e.g.
reac
hes t
o be
pic
ked-
up
Rec
ogni
zes s
ound
of n
ame
Loo
ks a
t fam
iliar
obj
ects
and
pe
ople
whe
n na
med
Fol
low
s som
e ro
utin
e co
mm
ands
pa
ired
with
ges
ture
s
Say
s one
or t
wo
wor
ds,
e.g.
“mam
a,” “
dada
”
Imita
tes s
peec
h so
unds
Bab
blin
g ha
s sou
nds a
nd
rhyt
hms o
f spe
ech
Res
pond
s to
“no”
Res
pond
s to
sim
ple
dire
ctio
ns,
e.g.
“com
e he
re”
Pay
s att
entio
n to
whe
re y
ou
are
look
ing
and
poin
ting
May
use
5 –
10
diffe
rent
wor
ds
Imita
tes s
impl
e w
ords
and
act
ions
Com
bine
s sou
nds a
nd g
estu
res
Con
sist
ently
follo
ws s
impl
e di
rect
ions
Sho
ws i
nter
est i
n pi
ctur
es
Can
iden
tify
1 –
2 bo
dy
part
s whe
n na
med
Rep
eats
wor
ds o
verh
eard
in
conv
ersa
tion
Res
pond
s to
ques
tions
Con
tinue
s to
prod
uce
spee
ch-li
ke b
abbl
ing
Poi
nts a
t fam
iliar
obj
ects
an
d pe
ople
in p
ictu
res
Und
erst
ands
“in”
and
“on”
Res
pond
s to
yes/
no q
uest
ions
w
ith h
ead
shak
e/no
d
Use
s at l
east
50
wor
ds
Con
sist
ently
imita
tes n
ew w
ords
Nam
es o
bjec
ts a
nd p
ictu
res
Und
erst
ands
sim
ple
pron
ouns
(me,
you
, my)
Und
erst
ands
new
wor
ds q
uick
ly
Iden
tifie
s 3 –
5 b
ody
part
s whe
n na
med
Use
s ges
ture
s and
wor
ds d
urin
g
Pre
tend
pla
y
Beg
ins t
o us
e 2-
wor
d ph
rase
s
Use
s sim
ple
pron
ouns
(me,
you
, my)
Und
erst
ands
act
ion
wor
ds
Fol
low
s 2-s
tep
rela
ted
dire
ctio
ns, e
.g.
“Pic
k up
you
r coa
t and
brin
g it
to m
e.”
Enj
oys l
iste
ning
to st
orie
s
Con
sist
ently
use
s 2 –
3 w
ord
phra
ses
Use
s “in
” and
“on”
At l
east
50%
of s
peec
h is
un
ders
tood
by
care
give
r
Fol
low
s 2-s
tep
unre
late
d di
rect
ions
, e.g
. “G
ive
me
the
ball
and
go g
et y
our c
oat.”
Und
erst
ands
bas
ic n
ouns
and
pro
noun
s
Und
erst
ands
“min
e” a
nd “y
ours
”
Ask
s “w
hat”
and
“whe
re” q
uest
ions
Use
s plu
rals
, e.g
. “do
gs”
Mos
t spe
ech
is u
nder
stoo
d by
car
egiv
er
Und
erst
ands
mos
t sim
ple
sent
ence
s
Sim
ple
unde
rsta
ndin
g of
conc
epts
in
clud
ing
colo
r, sp
ace,
tim
e
Und
erst
ands
“why
” que
stio
ns
BY 3 M
ON
THS
BY 6
MO
NTH
S
BY 9
MO
NTH
S
BY 12
MO
NTH
S
BY 15
MO
NTH
S
BY 18
MO
NTH
S
BY 21
MO
NTH
S
BY 24
MO
NTH
S
BY 30
MO
NTH
S
BY 36
MO
NTH
S
*Rem
embe
r to
corr
ect y
our c
hild
’s ag
e fo
r pre
mat
urity
.