When children approach the age of two (around the ages of 18-24), they go through a phase of development that experts call the "language explosion." During this time, children quickly begin to add new words to their vocabulary. Although it takes about two years for children to begin using their first 50 words, most add hundreds of words to their vocabulary.
How do I know when my child is ready to put words together?
Children , they don't start building sentences with words until they find the right "building blocks" to use. Use the following checklist to determine if your child is ready to put words together:
• My child's vocabulary is at least 35-50 words. If your child doesn't use at least 35-50 words, he won't have enough words to put words together.
• My child uses some multi-syllabic words. Just as words are the building blocks of sentences, syllables are the building blocks of words. If your child does not have the ability to form words by combining syllables, he is not ready to combine words into sentences.
• My child uses different word groups. If your child only uses verbs (e.g.), it will be very difficult for him/her to produce logical expressions/sentences. To begin putting words together, a child's vocabulary (e.g., dog, cup, ball), verbs (e.g., go, eat, play), adjectives (e.g., big, nice, hot), pronouns (e.g., you), It should include prepositions (e.g. up, out, in) and interjections (e.g. ah, ah, ah-oh).
• My child may sometimes imitate a sentence or short phrase. Many children find it easier to use imitation phrases and short phrases rather than their own phrases and sentences. If your child cannot imitate expressions/short sentences (e.g. "big ball", "open door", "daddy left"), it will be difficult for him to start producing them on his own.
My child is ready, now What will happen?
It may take some children longer to start talking and putting words together. There are some things you can do to lay the foundation for children to start using sentences by putting words together:
• Expand and correct your child's words/phrases. Model the use of ru grammar (without pointing out your child's mistakes). For example, your child may say "Go" or "Mommy go!" "Yes! Mommy will go to work." Be a model. By repeating and expanding on what your child has done, you show your child that you hear and understand him, and you model longer productions and correct grammar.
• Read with your child. Books (especially repetitive books) expose your child to language and grammar. Reading books repeatedly gives your child the opportunity to participate in the reading activity by repeating the passages written over and over again.
• Sing familiar songs. Like repeating books, singing familiar songs allows your child to participate in the activity by singing the pieces he or she knows. For additional practice, try leaving sentences that your child can fill in on his own. For example, "Twinkle, twinkle ... (little star). I wonder how ... (what you do). "
• Play and interact with your child. Be a language model for your child while playing with him. The more you interact with your child and the language model appropriate to his or her level, the more he or she will learn about communication and language.
• Talk to your child often about everything. Talking about daily routines, objects and activities your child is familiar with, offers great opportunities. This helps students learn the meanings of words by associating them with related activities.
Read: 0
