Mom & Baby Room

0-6 MONTHS:

Cooing and babbling;

Continual awareness of sound (turns to sound, stops crying when spoken to);

Uses eye gaze to indicate interest.

Talking Tip: Have hearing tested if infant appears unresponsive to environmental or speech sounds. Use lots of intonation with child, and short simple language. When your infant is feeding, take “turns” talking — caregiver talks to infant, then the baby drinks/eats. This is an early form of turn-taking. Start simple speech games such as “peek-a-boo”. The sing-songy speech of a mother to her child is an excellent way of getting and maintaining your baby’s attention. It makes the child more aware of human speech and encourages early social interactions.

7-12 MONTHS:

First true words appear (they are often people, or nouns);

Same syllable is repeated (mama, dada);

Child demonstrates increased understanding of daily routines.

Talking Tip: Respond to your child’s attempt at words (i.e. if child says “mama”, you could respond with “mama, yes, mama’s home”. Talk about your daily routines frequently in simple language (2-3 words at a time). This will help to build receptive language skills. Use lots of speech/routine games such as “Paticake”, “Itsy Bitsy Spider”. Once child is familiar with game, start it, but have the child “finish” the line. (i.e. “The itsy bitsy spider went up the water…”, give a look of anticipation and wait up to 10 seconds for any response. Respond to anything, a smile, movement, vocal attempt, or actual word. If no response, finish the line and go on with song.

12 MONTHS:

Child says 3-5 words;

Child recognizes his/her name;

Understands simple instructions;

Initiates familiar words, gestures, and sounds;

Child understands common objects and actions (e.g., cookie, eat, juice).

Talking Tip: Label items frequently. When child reaches or shows interest in an item or action, label it using 1-2 words. If the child is taking something from the caregiver, briefly hold the item, and label it before releasing to the child (e.g., “juice” while holding a sippy cup and giving to child before releasing to the child). Continue with nursery rhymes, colorful books, “Peek-a-Boo”, “Pat-a-Cake”.

18 MONTHS:

Child uses about 10-20 words at age 18 months including names;

Recognition of pictures of familiar persons, objects’

Early 2-word combinations of words emerge;

Needs are requested verbally such as “more, up”;

Child will point, gesture, follow simple commands, imitate simple actions, hum or sing;

Distinguishes print from non print.

Talking Tip: Sing to your child frequently. Use familiar tunes over and over again during daily activities. Words to the songs can be made up to fit the situation. Talk using simple, clear language. Imitate your child frequently in both action and sound, and model correct language. You do not have to “correct” the child, just model an appropriate response. Discuss what your child is feeling, hearing or doing throughout the day. Don’t forget to praise your child’s efforts to communicate.

24 months (2 years.):

Child understands simple questions and commands;

Identifies familiar actions/activities in pictures (i.e. “sleeping, eating”);

Follows directions to put objects “on, off, in”;

Puts two words together on average;

Sentence length of up to three words;

Child will refer to self by name;

Labels pictures;

Start to use the negative “not go”;

Final “s” is used for plurals;

Vocabulary jumps to 300 words during the year! In fact between the ages of 2 and 4, kids may increase their vocabulary to 2 words per day;

Children will stay with one activity about 6-7 minutes.

Talking Tip: Repeat new words over and over. Use gestures and intonation to highlight information. Talk about what you are doing, and carry on a simple conversation. You can use some questions to stimulate additional thought and language, however limit the use/frequency of questions you use. Too many questions can be demanding, and frustrating if the child is unable to formulate a response. Frequent “commenting” often elicits as much or more language from a child. Give your child time to respond! Waiting as long as 10 seconds for a response is often needed. Read books with simple and repetitive language, and simple colorful pictures (I like the book “Go Away” by Ed Emberley). Play “Simon Says” or other listening/following instruction games to help develop listening skills. Make sure requests are simple (i.e., “touch your nose”).

30 months (2 1/2 years.):

Child has about 450 word vocabulary;

Child is able to give his/her first name;

Child uses past tense, plurals, and combines nouns and verbs;

Begin to identify objects from a group by their function and parts (ie. “which one has wheels?”, “which one can we eat?”);

Begin to use verbs with “ing” endings (i.e. “eating”);

Early concepts such as “big, little” are identified;

Child will use “no, not” and answer “where” questions.

Talking Tip: Model pronouns such as “I, he, she” with short phrases (i.e. “I like cookies”). Read familiar and/or repetitive stories and encourage child to tell what is going to happen, or respond to simple questions about the story. Continue to listen to/sing along with familiar songs (i.e. listen to tapes in the car).

3 years.:

Child will name at least one color;

Child will often talk during play, or when alone;

Child can tell a basic story or idea;

Child can use 3-4 word sentences;

Begins to understand “not”;

Can identify items in a familiar category or group (i.e. “show me the animal”);

Child can have a vocabulary of up to 1000 words;

Children are often able to tell their name and street.

Talking Tip: Encourage vocabulary development. Continue to talk about everything you are doing during activities throughout the day. Use simple sentences of 4-5 words when talking around the child. Child can respond to “wh” questions more readily (what, where). Play with child as if you are a child. (i.e. Model dolls “talking”/carrying out familiar routines. “Drive” toy cars to the “store” to get milk, then “drive home” and put away the groceries or prepare dinner). Children will use a lot of pretend play, and carryout early social sequences. Playing with other children is also a good way to develop social and language skills. A child may not have all the sounds, however he/she should be intelligible by age 3. If a delay is suspected, discuss it with your pediatrician for a possible speech/language evaluation.

4 years:

Child will follow 2-3 step commands;

Child will ask many questions, including “who/why”;

Child talks in 4-5 word sentences;

Understands and verbalizes spatial concepts more readily such as “on, under, next to..”;

Child will talk in the past tense correctly.

Talking Tip: Start to classify objects into bigger categories such as “animals, things to wear, things to eat…”. You can visit the zoo, plan outfits for particular occasions, discuss what you will eat for lunch, dinner, etc. You can talk to your child in longer sentences, and read longer stories. Making up, or tell stories to each other. Speech sounds may not be perfect yet. Model the correct sounds.
5 years:

Child defines objects by their function;

Identifies spatial concepts such as “on, behind”;

Child uses 5-6 word sentences;

Child understands many opposites;

Child can use different tenses (past, present, future), and many sentence types.

Talking Tip: Listen to your child when he/she talks to you, and encourage child to discuss feelings, ideas, or thoughts. Try to stimulate, and carry on a conversation. Comment frequently on what you think your child is feeling/thinking to encourage conversation. Use longer, adult like speech with your 5-year old. They will generally understand more than they can say.

6-7 years:

Child is developing phonological (sound/letter) awareness skills, and sound/word segmentation skills;

Can generate creative sentences;

Understands time/space concepts such as “before/after, first/second/last”.

Talking Tip: Begin phonics work. Look at letters and discuss what they sound like, and vice versa. Discuss spelling of words, and sound of each letter within the word. Break larger words into their component parts (suffixes and prefixes). Discuss what sounds/parts are “first, second, third, last”.

Sumber: http://www.speechdelay.com/