Teach Your Child to Talk Back! Ways Parents Can Support Their Child’s Language
By Lesley Van Dyck, M.S., CCC-SLP
Academic Words
Let’s start with an experiment. Create a sentence to communicate your needs with the following sounds and words: “A, B, C, D,” “1,2,3,” and “Red, Purple, Green.” Could you create a sentence to communicate your need for food, play, or basic needs? No?! Then why, as parents, do we often teach these as first words?
In the speech therapist world, we call these “academic words.” Although these words have their place, children cannot communicate their everyday wants and needs using these types of words. Our current culture prioritizes academic achievement over experience and play. This is a shame because studies have demonstrated children learn best through play and their daily experiences with their caregivers.
Scientists have found that it takes about 400 repetitions to create a new synapse in the brain, unless it's done in play. In that case, it only takes 10 to 20 repetitions!
Children Learn Best from Their Caregivers
So, who is the best person to teach these words, what words do we model, and how do we teach our early language learners? I’m so glad you asked!
Step aside, Ms. Rachel and Blippi. While educational shows like these can be a fun and interactive way for your child to learn new words, the most influential person in your child’s language development is YOU! Children learn most effectively from those they trust and love—their caregivers. These shows can’t provide the interactive feedback that you, as a parent, can offer. Your role is crucial in shaping your child’s language skills.
Before academic words, focus on ‘power words’ that communicate wants, needs, and interests, such as yes/no, help, in/out, eat/drink, me, hot/cold, or stop/go. For instance, when your child is hungry, you can model (say or teach) the word ‘eat’ or the name of the food to communicate this need. If they want to go outside, you can use ‘out’ or ‘play’ to express this. Focusing on various words, including nouns, verbs, and adjectives, provides a wealth of words for your child to imitate and later use to communicate.
Imagine you’re learning a new language. How would you feel if I handed you flashcards and said, ‘Say, Naranja! Say perro! Say libro!’ You might feel overwhelmed or bored. Now, imagine I took you to a park or a restaurant and pointed out each word as we experienced it. You’d have a much better time and learn more effectively from these experiences. Scientists have found that it takes about 400 repetitions to create a new synapse in the brain, unless it’s done in play. In that case, it only takes 10 to 20 repetitions! Trust in the power of play in your child’s language learning journey. It’s not just fun, it’s effective!
Evaluating Your Child's Speech Abilities
Now, what if I’ve decreased my child’s screen time by focusing on daily interactive activities with my child, using a variety of words that I’ve modeled through play, and my child is still not communicating? What are signs that my child needs speech and language services?
- 12-15 months old:
- Not imitating play sounds (ex: moo, beep, whee) or hand movements to familiar songs (ex: Wheels on the Bus)
- Not using gestures to communicate wants and needs
- Minimal vocalizations of different consonants or vowels
- 15-18 months old:
- Uses less than 10 words consistently
- Not able to point to body parts
- Not able to follow 1 step directions
- Not imitating simple words like “up”
- 18 months – 2 years old:
- Uses less than 50 words consistently
- Does not use consonant sounds “p, b,m,n,w”
- Not able to follow 1-2 step directions
- Uses babbled sounds more often than words
- 2 years – 2.5 years old:
- Uses less than 100 words consistently
- Not able to answer simple questions
- Not able to communicate 2-word phrases
- Speech is less than 50% intelligible
- 2.5 – 3 years old:
- Uses less than 200 words consistently
- Not able to answer “Who, What, Where” questions
- Not following 2-3 step directions
- Speech is less than 70% intelligible
Fun, everyday interactions with caregivers are the best ways to support your child’s language development. When in doubt, ask your pediatrician for a speech and language evaluation to fully assess your child’s abilities and provide treatment to support them early in their communication journey.
Let’s change it from “Let’s wait and see” to “Let’s see” if you feel your child needs some extra speech and language support! Please reach out to me if you have any questions.
Bonuses!
Here are 2 links to quick videos we created about early language learning:
- ABCs and 123s Gone Wrong: https://drive.google.com/file/d/1ADNVPhYeWxi39fWKa_Wqmx-YyyuN_W7p/view?usp=sharing
- Teach Power Words: https://drive.google.com/file/d/1nRlGJ8Y_458QBMMaTssOxDkg9RKpdimh/view?usp=sharing
Lesley Van Dyck, M.S., CCC-SLP, graduated with her bachelor’s degree in Speech and Hearing Sciences at the University of North Carolina at Chapel Hill and her Master of Science in Speech-Language Pathology at East Carolina University.
Lesley has worked in various settings and enjoyed working with patients across the age spectrum (ages 1 -90)! Lesley specializes in speech-sound disorders, language disorders, TBI, cognition and memory, Passy Muir Valve assessment and placement for clients with a tracheostomy, and swallowing disorders.
Spread the word
Medical Disclaimer: All content found on the HER Health Collective Website was created for informational purposes only and are the opinions of the HER Health Collective experts and professional contributors. The Content is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Always seek the advice of your physician or other qualified health providers with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this Website. If you think you may have a medical emergency, call your doctor, go to the emergency department, or call 911 immediately.
