When young children begin to speak, the first
words that they use describe their own experiences and interests.
This very special and ego-centric first language develops
best if the child is supported to acquire that innate way
of speaking before we as adults impose our expectations upon
them. There is much we can do to support this learning process
as parents, teachers and caregivers. Consider the information
below to help guide you in your interactions with young language
learners.
Expressing the child's own intentions may first
be seen in his sounds, gestures, or other emergent communication.
If you ask yourself "What is she trying to tell me with
his movements and sound?” the answers may give you a
good idea of some of the next words she is ready to learn.
The people and actions that directly influence
the child, along with the objects and events she/he genuinely
cares about are the most likely to be echoed in first words.
Describe what the child is doing and thinking. This modeling
and labeling will give the child the words he/she needs to
express actions. These words, which represent the child's
own thoughts and opinions, are much more likely to become
a part of his natural vocabulary than are abstract concepts
like numbers, letters, colors or other experiences that are
mainly important to adults.
Children need words for things or events that
they can control or manipulate. By having some level of control
the child is more likely to learn the meaningful characteristics
of his/her experiences and be excited to talk about them.
Think of words as things that tell us what the
child knows. He is more likely to begin talking, especially
on his own, about things he already knows than the things
adults often test him for with their questions. We are more
successful in helping a child learn words if they are for
things he clearly knows than if they are for things we may
hope he will learn.
A young child will be more liable to learn words
if he has frequent and easy opportunities to use them. The
more reasons he has to communicate and the more people accepting
those communications, the more likely will he use those words
routinely. For example, words like "me," "give,"
"you", "where" and "funny" have
many opportunities for use in natural communication. Words
for numbers, letters, colors, and adult ideas have rather
little communicative use for a child learning to speak.
Ask yourself this question about words you want
your child to learn: "How often will my child have chances
to communicate them?" Remember, the more your child communicates,
the more he will naturally learn many words. Having conversations,
reading books together, and engaging in frequent interactions
using language will support the child’s language success!
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