an introduction to and language development speech and
TRANSCRIPT
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!”
Reword 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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Tur
ns h
ead
tow
ard
soun
d or
voi
ce
Qui
ets
or s
mile
s in
resp
onse
to
sou
nd o
r voi
ce
Sho
ws
inte
rest
in fa
ces
Lis
tens
and
resp
onds
whe
n sp
oken
to
Rea
cts
to s
udde
n no
ises
or s
ound
s
Not
ices
toys
that
mak
e so
unds
Rec
ogni
zes
soun
d of
thei
r nam
e
Loo
ks a
t fam
iliar
obj
ects
and
pe
ople
whe
n na
med
Fol
low
s so
me
rout
ine
com
man
ds
paire
d w
ith
gest
ures
Res
pond
s to
“no”
Res
pond
s to
sim
ple
dire
ctio
ns,
e.g.
“com
e he
re”
Pay
s at
tent
ion
to w
here
you
ar
e lo
okin
g an
d po
intin
g
Con
sist
ently
follo
ws
sim
ple
dire
ctio
ns
Sho
ws
inte
rest
in p
ictu
res
Can
iden
tify
1-2
body
par
ts w
hen
nam
ed
Poi
nts
at fa
mili
ar o
bjec
ts
and
peop
le in
pic
ture
s
Und
erst
ands
“in”
and
“on”
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pond
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/no
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tions
w
ith h
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shak
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Und
erst
ands
sim
ple
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you
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rts
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erst
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act
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wor
ds
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low
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step
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ted
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ns, e
.g.
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g it
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torie
s
Fol
low
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step
unr
elat
ed d
irect
ions
, e.g
. “G
ive
me
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ball
and
go g
et y
our c
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Und
erst
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bas
ic n
ouns
and
pro
noun
s
Und
erst
ands
“min
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ours
”
Und
erst
ands
mos
t sim
ple
sent
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Sim
ple
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rsta
ndin
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con
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s in
clud
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r, sp
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Und
erst
ands
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iffer
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d C
oos
and
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to u
se c
onso
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sou
nds
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abbl
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, da,
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Mak
es d
iffer
ent k
inds
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ds to
exp
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bblin
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entio
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ds
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s In
crea
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ty o
f sou
nds
and
sylla
ble
com
bina
tions
in b
abbl
ing
Par
ticip
ates
in tw
o-w
ay c
omm
unic
atio
n
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ning
fully
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s “m
ama”
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dada
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tes
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ch s
ound
s
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g ha
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unds
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hms
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peec
h
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use
5-1
0 w
ords
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tes
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ple
wor
ds a
nd a
ctio
ns
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bine
s so
unds
and
ges
ture
s
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eats
wor
ds o
verh
eard
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con
vers
atio
n
Res
pond
s to
que
stio
ns
Con
tinue
s to
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duce
spe
ech-
like
babb
ling
Use
s at
leas
t 50
wor
ds
Con
sist
ently
imita
tes
new
wor
ds
Nam
es o
bjec
ts a
nd p
ictu
res
Use
s ge
stur
es a
nd w
ords
dur
ing
pre
tend
pla
y
Beg
ins
to u
se 2
-wor
d ph
rase
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Use
s si
mpl
e pr
onou
ns (m
e, y
ou, m
y)
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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
Ask
s “w
hat”
and
“whe
re” q
uest
ions
Use
s pl
ural
s, e.
g. “d
ogs”
Mos
t spe
ech
is u
nder
stoo
d by
car
egiv
er
*Rem
embe
r to
corr
ect y
our c
hild
’s ag
e fo
r pre
mat
urity
.
Pl
ease
vis
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ww
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hway
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