Speech development: from four to six months
In the first months the child's speech was difficult to decipher. Now communication with the child is facilitated. At this stage, the child learns what to say is fun, and also learns to use the language of sounds and body language to influence the surrounding people.
New sounds of
Look, the child opened his mouth wide. Here he gives out "a", then the rounded mouth closes a little, and "a" turns into "o".As soon as the child realized that in order to change the sounds, it is enough just to change the position of the lips, it can not be stopped. The child stretches these sounds, giving a long string of "a-a-a-a 'and long vowels," iiiii-ii ", especially during the busy game, or in anticipation of such a pleasant event, as feeding. Note that between these long sets of sounds, the child quickly takes a breath to recover breathing.
Sounds-tips. Try to establish a connection between certain sounds and specific needs. If "aaa" and "iiiiii" mean "I am hungry," listen and do what the child asks. The child will soon understand the value of various sounds, and he will have a stronger motivation to continue to talk.
Loud sounds. child understands not only what he is able to emit different sounds and a long sound, but that now he may make a louder sound, forcing more air through the vocal cords. Watch as the child takes a great breath and makes a loud scream. Soon the child finds out what sounds have a shock effect. A shrill scream and protesting screams evoke a quick reaction among those around them. Do not think that the child intentionally
annoys you. He simply tries new sounds to determine which ones he likes best, and to check which ones most shock the listeners. Soon he will understand that pleasant sounds evoke a pleasant reaction from the public. You can help the child to reduce the tonality by answering his cries in a whisper. The child will understand what you want from him.
Sounds that cause laughter. gets excited during the game, the child pushes the air through tiny quivering vocal cords so fast that his laughter constantly breaks down. Want your child to laugh more? Tickling, accompanied by games and stories, as well as funny sounds will surely amuse him. Your child's favorite clown is you. You play in front of an audience consisting of one spectator, and you can count a lot of laughter. Do not forget what seem ridiculous silly sounds made by your baby, you seem to be equally amusing your wacky sounds to your child. Laugh together.
The child is letting bubbles. In the first place in the top ten favorite sounds of the child between four and six months are various options for blowing bubbles. These amusing infant sounds are obtained when the child releases air through saliva-filled mouth through inverted lips. According to
, as the approach of teething is getting closer, be prepared for the child to splash with saliva, making many sounds.
First babble. Sometime between four and six months children begin to pronounce the first real words - start to babble, that is, connecting vowel with a consonant and repeat this combination again and again( "ba-ba-ba-ba").Lepetus will manifest itself more clearly at the next stage of speech development, from six to nine months.
Help your child learn to communicate better
If you are venturing increasingly communicate with the child, it will not only help your child communicate better but also help you better communicate with your child. Apply to these first lessons of speech.
Familiar entry. Begin a dialogue with familiar words, for example with the name of your child, and repeat them often and musically. By the age of four months, most children react lively to their own names. At this age, the child also singles out words that refer exclusively to him, such as "cutie" or "charm".The child recognizes the special tone of your voice, which you refer only to it. If you want to know how important a child is to his name, conduct such an experiment: talk with the child, standing behind him, without naming him by name;then repeat the same sentence, pronouncing his name first. The child will turn to the speaker more vividly, if you refer to him by name.
How to keep attention. As children join the conversation, they can also turn off from it. Use at the beginning of the conversation such words as "hey" and "hello" to attract the attention of the child and keep him throughout the conversation. When you notice that your child's look has started to walk, repeat these keywords to bring the child again.
Game in the repetitions. Involve your child in a face-to-face dialogue. Start expressively. Wait until the child opens his mouth and, perhaps, repeats your sound. Then slowly round your lips and say "o";See if this child will repeat this sound. The ability to repeat your sounds indicates that speech is an intellectual activity that your child recognizes the sound and arbitrarily tries to reproduce it.
Labeling ( puncturing, or call letters).
Give names to familiar toys, people or pets. Start with monosyllables such as "ball", "cat".When your child's look indicates that he is interested in a cat, tell him the
as it is called. First, use the opening phrase - "Hey, baby!" - to get the child's attention. As soon as the child turns to you and meets your eyes, slowly turn your eyes to the cat, giving the child time to follow your gaze. When you both look at the cat, point to the animal and say: "Cat!" - very animated voice. At this stage of development the child can associate this label, "cat", with the whole sequence of events: you bring his eyes to the cat, point at the cat and say the word "cat".Most likely, he will not turn his head towards the cat, if you give him only a label without accompanying pointing movements. At the next stage of development, from six to nine months, the child can turn and point to a passing cat without any other clues, except for the word "cat" you uttered.
Common proposals initiated by the child. Common proposals are a step above the names of calls( shortcuts).When a child expresses an interest in a familiar subject, for example, does not take his eyes off a cat passing by, take advantage of his interest and exclaim: "There is a cat!" The distribution is based on the well-known didactic principle: . The child will rather remember what he teaches by his
desire. Also say the words after any action by the child. When the child sneezes, say "Be healthy!" After repeated repetition of this reaction, the child sneezes and turns to you, expecting that you will say: "Be healthy!" If you are using the child's signal to use the common sentences and pronounce the phrases afterfor his actions, it will strengthen the child's sense of confidence in his abilities, because he gives him to feel that his primitive language is important. And that's why he is important.
Echo. Another way to use the conversation initiated by the child is to repeat the echoes of the child's sounds. If you imitate the sounds that a child pronounces, it gives him to understand once again that you hear what he is saying, and his sounds are interesting to you - which means that he is also interesting.
Speak one by one. Remember that the dialogue occurs in the rhythm of listening - I answer. Try to set the rhythm of your conversations with the child. Learning to listen is an important part of speech development. Saying in turn contributes to attentive calm, an important quality for teaching speech, and the state in which the child is most receptive to learning communication. If you are actively involved in helping your child enjoy speech, this not only helps the child learn to communicate better, but also helps you communicate better with the child. If you learn a lot about your child, it helps you learn a lot from your child.
Long eyes in the eyes. See how your child directs his head towards you, smiles, twists, makes sounds and thereby initiates communication. The child is now able to start, maintain or stop communication with a simple turn of the head.
A long eye to eye is a powerful stimulus for interpersonal communication. Adults rarely keep their eyes in the eye for longer than a few seconds, except when they fall in love. But parents and children can not keep their eyes together for a long time. I saw small children looking at those who care for them, like in a trance, up to thirty seconds. Children almost always win adults while playing "in glancing", not taking their eyes off and not blinking much longer than adults.
Communication signals
The ability to attract and eliminate an adult or direct it to meet one's needs is one of the most impressive aspects of interaction at four months of age. Now the child is able to tell you what he needs - not in words, but
with the body language, to which you need to listen carefully.
Note. When Matthew wants to be given a breast, he gives a certain signal - he presses and pokes his nose, and if this signal remains misunderstood, he goes on to use the voice, issuing sounds that are reserved only for the expression of hunger: a series of vowels with aspiration - a-a-ah-ah " - with a breath and breath, and all this time he looks at my chest.
Once Matthew behaved somewhat capriciously, wriggled in my arms, and nothing could comfort him. He looked over my shoulder at the rocking chair and bent in that direction. Some time passed before I realized what he wanted. When it finally dawned on me, and I gave him what he wanted - a rocking chair - he instantly calmed down.
The first communicative gestures of the
Gestures are another amazing aspect of the body language that appears at this stage. Now the gesture signals of the child can be barely perceptible, for example, nodding your head toward the object of interest or turning the body to the bed when you approach it. At the next stage of development, the child will gesticulate better with hands and hands.
The more you listen and respond, the better the child learns.
Decoding of communication signals
Here is an exercise that will help you learn how to interpret the first signals of your child. Write down the most interesting communication signals for you in one column, your interpretation of these signals in the other and the child's response to your answer in the third. After doing this exercise for several months, you will be close to becoming an astute observer. For example:
Communicative signals
• Leans toward me, waving his arms with wide-open eyes, as if trying to hug.
• Issues short, intermittent cries.
• Smacks his lips and clings to my blouse.
• Crying and arches my back when I hold it in my arms.
• Cry when I put it on the carpet.
What the child is trying to tell me
• "Let's play!"
• "I'll pay if you do not take me in my arms right now."
• "I want to eat".
• "Put me on the carpet so I can kick and play."
• "I want you to carry me around the house in your bag."
How the child reacted
• We "spoke" non-stop for three minutes in a row.
• Calmed down as soon as I took it.
• Densely ate.
• He just wanted me to put it on the floor and let it move freely.
• Calmed down as soon as I put him in the bag.
"talk".The feeling "I understand" is a powerful nurture for the child's self-respect.
How about not ruining a child?
You may be wondering: "Is he playing with me?" Once upon a time there was a whole school run by misguided "experts" in the field of infant care, which taught receptive young parents that if they respond quickly to the needs of the child,that the child will cling to the parents, will be very dependent and will command the parents. This school has already been closed. Multivolume studies have put an end to the theory of spoiling. Responsiveness to the child allows him to grow confident, independent, less tearful. Throw away the idea of how not to spoil the child, from your head.