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The process of developing language begins long before you hear a child’s first word!
The process of developing language begins long before you hear a child’s first word!
What is Early Intervention?
What is Early Intervention?
Early Intervention… Is the term used to describe the services and supports that are available to babies and young children with developmental delays and disabilities and their families. May include speech therapy, physical therapy, and other types of services based on the needs of the child and family.
Early Development and Well Being:
Early Development and Well Being:
All children are unique. Celebrating, nurturing, and supporting developmental milestones from birth to 3 years is one of the joys of parenting.
Learn about the skills and behaviors you can expect from your baby at every stage from birth to 3 and discover new ways of supporting this exciting growth and development. Subscribe to ZERO TO THREE’s monthly e-newsletter, which delivers research, parenting tips and tricks, and fun playtime activities right to your inbox each month.
Prelinguistic Skills
Prelinguistic Skills
A child must master these 11 skills before they can begin talking:
A child must master these 11 skills before they can begin talking:
Respond to events in the environment
Respond to the people around them
Begin taking turns
Develop a longer attention span
Joint attention
Consistently play appropriately with a variety of toys
Understand early words and follow simple directions
Vocalize Purposefully
Imitate actions, gestures, sounds, words then phrases
Use early gestures (e.g., point, yes/no, wave)
Initiate interactions with others
Every 30 Minutes
Every 30 Minutes
of daily screen use increased the risk of expressive speech delay in children ages 6 months to 2 years by almost 50%.
Speech+Therapy+for+Toddlers+Cheat+Sheet.pdfAnimal+Sounds+Play+Routine+Sample+PDF.pdfFavorite+Books+to+Encourage+Language+Development+in+Toddlers.pdf
Ultimate Toy Lists
Ultimate Toy Lists
When you are searching for the perfect toy to purchase, look for toys that will grow with your child. Many parents believe children will enjoy the toys that literally have all the bells and whistles the best. This isn't necessarily true, these toys don't inspire creativity and learning. A child's favorite toy tends to be the toys that teach them how to be creative, imagine and use social skills. A child's job is to play - this is the way they learn! Click the links below to help you find the perfect toy for your child that will help stimulate your childs's speech and language development:
Suggestions to practice communication in daily routines:
Suggestions to practice communication in daily routines:
-Go for a walk and label objects and actions. Say/model “I see flower, bug, tree, sun!”, “Let’s walk, jump, run!”
-Play with Mr. Potato Head, dress-up doll, blocks. Say/model “red dress”, “blue hat”, “purple boots” as you take turns choosing items.
-Play with play food. Say/model “I like ____” and “I eat ____”, then say “mmmmm, yummy” or “ew, yucky”.
-While getting dressed, say/model “I wear____” for each item or just label each clothing item.
– Use lots of play sounds when playing- “guh, guh” for drinking, “sssss” for snake, “ch, ch” for train, etc.
-Sing simple songs, finger plays.
-Read, read, read. Read the book together. Go beyond the words and label/model objects, actions, colors, locations (in, on, under, over, etc.) in the book.
-During play set-up (i.e. dollhouse, blocks, etc.), say repeatedly “in” or “out”. Do the same for clean-up.
Communication is everywhere, just keep talking!
Activity Ideas
Activity Ideas
Play and Games: Click the links below
Play and Games: Click the links below
How to Easily Improve Your Child's Language Using Songs and Music
How to Target Important Social Skills with Early Games
How to Promote Speech and Language Development With Easy Movement Activities
Books: Click the link below
Books: Click the link below
Over 100 Wonderful Wordless Picture Books to Boost Your Child's Language
Toys: Click the link below
Toys: Click the link below
Milestones for Multiple Speech-Language Skill Areas
Milestones for Multiple Speech-Language Skill Areas
LinguiSystems Guide to Communication Milestones, 2012 Edition
LinguiSystems Guide to Communication Milestones, 2012 Edition
The link below includes milestones for speech-sound acquisition, prelinguistic speech development, phoneme development, phonological patterns, speech intelligibility expectations, pronouns, morphology, MLU, pragmatics, literacy, phonological awareness, concepts, vocabulary, answering questions, asking questions, and listening.
Typical expressive language development
Typical expressive language development
"Brown's Stages" were identified by Roger Brown 1925-1997, and described in his classic book (Brown,1973). The stages provide a framework within which to understand and predict the path that normal expressive language development in English usually takes, in terms of morphology and syntax (defined below). They are used extensively by speech-language pathologists /speech and language therapists when they perform a structural analysis of a sample of a child's spoken language.
A structural analysis does not include a measure of a child's development in the area of the clarity of pronunciation of speech sounds. Such an analysis is done in addition to a structural analysis, and comprises, among other components, a phonetic assessment of the speech sounds a child can produce, and a phonological assessment of the way those sounds are organised into speech patterns.
Morphology
Morphology
In Linguistics, morphology is the branch of grammar devoted to the study of the structure or forms of words, primarily through the use of the morpheme construct. It is traditionally distinguished from syntax.
Syntax
Syntax
In Linguistics, syntax is a traditional term for the study the rules governing the combination of words to form sentences. It is distinguished from morphology, which is the study of word structure.
Morpheme
Morpheme
A morpheme is a unit of meaning. It does not necessarily relate to the "word count" or "syllable count" of an utterance. Here is an example of the way morphemes are counted in the words happy, unhappy, unhappily, and unhappiest, and the sentence 'He meets the unhappiest boys:
happy
'Happy’ is ONE WORD, it has TWO SYLLABLES (ha-ppy), and because it contains only one unit of meaning it is ONE MORPHEME.
unhappy
If you add another unit of meaning, such as ‘un’, to make 'happy' into ‘unhappy’ you still have ONE WORD, but THREE SYLLABLES (‘un-ha-ppy’) and TWO MORPHEMES (‘un’ and ‘happy’).
unhappily
'Unhappily' is ONE WORD, FOUR SYLLABLES (un-happ-i-ly), and THREE MORPHEMES ('un', 'happy' and 'ly').
unhappiest
'Unhappiest' is also ONE WORD, FOUR SYLLABLES (un-happ-i-est), and THREE MORPHEMES ('un', 'happy', 'est').
He meets the unhappiest boys
'He meets the unhappiest boys' is 1-sentence, it has 5-words, and 8-syllables, and it contains nine morphemes:
The girl's mother slowly filled the bucket with water
'The girl's mother slowly filled the bucket with water' is 1-sentence, it has 9-words, and 13-syllables, and it contains twelve morphemes:
Brown's Stage I
Brown's Stage I
Between 12 and 26 months, children are expected to have MLUm's (mean length of utterance measured in morphemes) of about 1.75 morphemes (range 1.0 to 2.0 morphemes). Their MLUm’s gradually increase as they acquire more language.
In Stage I, just after they have built up a 50 to 60 word vocabulary, children acquire the ability to produce the Stage I sentence types, outlined in the table above. The column headed 'communicative intent' includes examples of what the child might have said if they were mature enough to talk in full sentences.
Brown's Stages ("Brown's Morphemes") I to IV
Brown's Stages ("Brown's Morphemes") I to IV
As children's MLUm increases their capacity to learn and use grammatical structures of greater complexity increases. They move from Stage I into Stage II, where they learn to use "-ing" endings on verbs, "in", "on", and "-s" plurals. They then proceed to Stages III and IV.
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