Steps in learning to talk
THE EARLY MONTHS
Long before they can speak, babies are listening to their parents and carers. They begin to make little noises and sounds which come before speech. If parents and carers imitate these, it is as if they are talking to the baby. This is the beginning of your baby learning to talk.
By responding to your baby’s needs when she cries, you show that you have heard her and that she matters. This is the start of communication.
• The early little noises turn into babbling e.g. ‘Da-da-da-da’ and ‘Ma-ma-ma-ma’.
• Babies begin to learn what some simple words mean even though they cannot say them, e.g. ‘Mummy, Bottle, No’.
• There may be one or two single words.
• Babies wave ‘Bye-bye’ when asked.
• They obey simple requests such as ‘Give me the ball’.
• There is much babbling in the children’s own jargon.
• The first single words appear e.g. ‘No, Dad, Dog’.
• Children can point to things that they know when they are asked to.
• Children know their own names and respond to them.
18 MONTHS TO 2 YEARS
• 18 month olds can know and use six or more words. Two year olds may have 100 or more words. Many of the words may be unclear but the parent or carer can tell what is meant.
• Two year olds can say their name.
• They can ask for simple things that they need e.g. ‘Drink’.
• Children start to join words together e.g. ‘Daddy home’, ‘All gone’.
• They copy the last part of sentences.
• They try out different speech sounds and make mistakes.
3 TO 4 YEARS
• Children begin to ask ‘What?’ and ‘Why?’ questions.
• They use sentences with three or four words.
• They begin to separate the truth from make- believe.
• They can talk about ‘Yesterday, Now and Tomorrow’ and know what they mean.
• Their speech should be understandable most of the time.
• They are likely to talk to themselves as they do things.
• They can learn and join in simple rhymes and songs.
4 TO 5 YEARS
• Children learn to adjust their language to the situation they are in. For example:
• They talk differently to their parents than they do to their friends.
• They ask ‘When?’ questions.
• They can talk about imaginary situations e.g. ‘I hope…’
• They still mix truth and make-believe. • They like to tell stories.
• They can hold conversations with their friends and parents.
• They will be able to say their name, age and address if they have been taught this.
• Four year olds enjoy making up words for fun and using toilet words, e.g. ‘poo’, ‘bum’.
• Their speech is clearer but they still may not be using ‘th’, ‘r’, ‘z’, ‘s’, and ‘v’.
WHAT PARENTS CAN DO
• Talk to your baby right from birth and imitate her sounds.
• Name things and talk about what you are doing. Use simple words and sentences at first with an emphasis on key words.
• Read books with your baby
• Have conversations with your child at some stage every day.
• Listen with interest when your child is talking to you. Don’t interfere or correct your child’s speech.
• Answer questions simply and clearly.
• Allow your child time to get out what she wants to say.
• Talk about pictures in books, and name things in the pictures.
• Sing songs and read rhymes with enthusiasm.
• Take your children to the local library and read some stories to them. Then you can borrow or buy the ones that they particularly enjoy.
• Give a younger child a chance to talk without being interrupted by older brothers and sisters.
• If your child is stumbling over words because he is excited suggest that he tell you slowly. Then listen to him carefully.
• Get down to eye level with your child when teaching a new word so he can see your lips and hear the word clearly.
For children with a severe hearing loss, it is most important that their hearing loss is recognised before six months of age.
Be concerned if your child
• does not react to loud noises by the time she is one month old.
• does not turn her head to a noise or voice by three months of age. Hearing problems often cause speech difficulties.
• does not start to make single sounds, e.g. ‘ba ba’ by eight or nine months.
• does not babble or make other sounds when someone talks to her by twelve months.
• is not starting to say single words by twelve months.
• does not understand simple instructions by two years.
• frequently repeats sounds or part-words, e.g. ‘Wh-wh-where’s my ba-ba-ball?’ • lengthens sounds or gets stuck on words, e.g. ‘m-m-m-m’ or da-a-a-a-ad’ See Stuttering
• is embarrassed or worried when speaking.
If you have any concerns at any stage about your child’s speech, talk to your local child health nurse or your Doctor. Your child may need to see a Speech Pathologist (through local Community Health Centres, Hospitals that provide services for children, or privately).
BILINGUALISM AND RAISING BILINGUAL CHILDREN
‘Bilingualism’ means being able to use two or more languages. Over half of the world’s population is bilingual. In Australia, an increasing number of children are growing up in homes where more than one language is spoken.
Raising bilingual children has lots of benefits, such as creating strong family and cultural bonds. The way you support bilingualism in your family depends on your family situation and the languages you use at home.
• LANGUAGE DEVELOPMENT NEEDS LISTENING AND TALKING.
• USE SIMPLE LANGUAGE.
• SIT OR KNEEL DOWN SO YOU ARE ON YOUR CHILD’S LEVEL WHEN SHE IS TALKING TO YOU.
• SPEND TIME READING SIMPLE STORIES AND RHYMES, LOOKING AT PICTURE BOOKS AND SINGING SONGS.
• HELP YOUR CHILD TO NOTICE ROAD SIGNS AND BILLBOARDS.
• LEARNING LANGUAGE IS IMPORTANT. IT SHOULD ALSO BE FUN.