1 to 2 years:
- Speak words by combining sounds of language (language) recognizable by the adult, considerably expanding their vocabulary.
- Use a word with the intention to communicate broader messages. For example, says “daddy” to express: there’s Daddy, where’s Daddy, I want to go with Dad.
- Try to reproduce words you hear in their environment sociolinguistic.
- Participate in verbal interaction: listen when spoken to and responds using the resources you have. Use gestures and intonations differ according to interrogate, request, order, complain, etc. ..
- Understand and recognize names of people, objects, references to actions, situations and familiar places, parts of the body, questions with words what? or where?.
2 to 3 years:
- Initially performed two-word combinations. Example: “more water” – “mom here” (rudimentary phrase) and gradually increases the number of combinations of palabras.Va perfecting the organization and structure of the sentences until make a simple but complete sentence consists of four or more words. For example, “is the grandmother.”
- You can refer to objects, people and situations that are not present at the time are indicated.
- Queries – ordered – says, denies.
- He says “my”, “mine”, your name and “I” , touching the body.
- Progress in verbal sentences including pronouns, nouns, verbs, adjectives and some adverbs.
3 to 4 years:
- Use the word “I” to self-refer, to represent himself.
- It produces large deployment of language.
- Understands and builds progressively more complete sentences, complex and extensive.
- Perfect diction, pronouncing all the words correctly with their sounds around 4 to 4 ½ years.
- Know and name colors and uses plurals.
- He begins his first time references to past and future.
- Queries using the form “why?” with different intentions: to maintain the dialogue, asking for reasons, require more information, etc.
4 to 6 years:
- It’s a great talker, has a large vocabulary and form complete sentences.
- It is expressed in past and future.
- Tell stories and invent situations. Make puns (jokes and absurd verbal).
- Recognizes the letters of the alphabet, write their name and copy other words.
The absence or significant delay in the acquisition of these skills should alert parents and pass on consultation with the pediatrician.
Resources supporting the communication.
- The different areas where people talk and you listen to the child with respect and attention, according to their possibilities of understanding and using language, foster their language development.
- More important than talking too much or “invade discourse” is to talk with words and phrases that fit your chances of understanding. The child shows verbally and / or through their behavior when they realized what he was told.
- Look at the child’s eyes and face as he talked.
- We must speak slowly and be patient to listen.
- It is convenient not only for speech development moods name the child or family express joy, sadness, anger, pain, hope, and their motives as it facilitates the understanding of them, builds trust and allows their experiences safer and more comfortable.
- Elogiemos their achievements and efforts to speak. Do not correct your grammar, saying “it said wrong” we just have to play your sentence with a correct example. Besides expressions of praise allow the child to appropriate them to indulge or gratify others to use.
- The expressions of disapproval must limit them to use and only use them to curb risky behavior, violent or antisocial trying to redirect them using words to guide you toward healthy behaviors and positive showing you what is right and what is safe.
- Adults should talk like adults. Talk to the way a young child can be funny for us but it helps to develop and perfect their language. The young child can understand more words than you can say.
- Always keep in mind that a conversation has 2 partners, then let the child express himself by giving time and space to do so, respecting and promoting the alternation of turns to speak. The game of telephone, for example, facilitates this learning.
- Hablemosle of the things that interest you, to call your attention or awaken their interest in advance, then we can enrich their prayers and their meaning and pronunciation guide.
- Let’s use other body expressions to communicate: gestures, mimicry of the face or body postures are resources that facilitate the understanding and enrich the dialogue.
- There are moments that are more conducive to talking and we use them: the daily bath, meals, field trips.
- Mention and repeat the names of things and persons present, also symbolized in images and pictures and describe their shapes, colors, beauty, location, similarities and differences, and so on.
- Let such daily tasks involved in some risky not talk about it as such: “We will accommodate your clothes”, “just reach out your socks,” “where do we save?”.
- Often repeat important ideas: values, care, standards, changing the words every time.
- Name, repeat and identify the different sounds produced by objects or animals for example, the cat meows “meow”, the dog barks “wow”, the cow moos “moo”, etc..
- It is very important to read age-appropriate stories and facilitate the exploration of the book and its illustrations and encourage him to create a story about what you see for example: what is the rabbit doing?.
- The songs, rhymes and poems, playing together with parents and siblings and the story of the shares that interest as they happen, are excellent resources for the development of speech.
- Talk is naturally pleasant and recreate and keep that good feeling as we communicate.
The attitude of caring and fulfilling working people receive the child’s utterances will be exciting and empowering for its progress as a speaker.