Toddlers use variety of speech sound. But they do not pronounce them as adult say them, For example: child say ‘tar’ instead of the ‘car’ or he might neglect the end of words altogether like ca instead of car. Older toddlers still find difficulty with sound like r, v, s ,h, f and sh. There is no need to correct your toddler all the time when he makes a mistake. It is irritating for a child as well as for parent instead you can positively correct your child pronunciation .For Example: If your child says I saw the tat then you can reply where the cat was? What was its colour? When you repeat the word cat with slight emphasis it will help the child to learn correct pronunciation.
The more word you speak to your child the more he will learn. Here are some ideas to help toddler in talking
- Read in front of your child
- Talk about those things in which your child shows interest for example if your child is pretending to drive a bike you can ask where are you going?
- Read, sing songs and poems .Play stories and songs in the car during drive.
- Make basic words for example when your toddler says Train, you can say yes it is green train.
- When you talk to your child wait for reply because at this stage first he will think about right word and then give response. This strategy helps them learn about conversation.
- Point a body part and make it a game For example You can ask where is your nose.
A new study co-authored by a UT Dallas details that quality of interaction between parent and child is as important if more not important as the as the quantity of words child experience. In determining later language ability .Dr .Margaret Treseh Owens and Robinson family professor for children said that children heard fewer number of words especially in those families who have low income has been strongly associated with poor language skills. Thirty million words gap representing the differences found in children from low and high income families.
But Owens said in their new study that will publish in journal Psychological Science showed that the quality of parent child interaction in the development of language is much more important than the number of words heard .Learning to communicate is shared effort, Owens said. Before a child speak a first word there are number of ways in which communication between parent and child occur. Laying a base of successful communication through a words, gestures, religious practices and routine _conclude successful language in low income children, said Owens. Old research has compared the word gap between children living in low income families and their rich peers. The new study focused only in low income families. The study noted wide changes in the quality of nonverbal and verbal interaction between the two year old children and their mothers. The quality of interaction between the children and their parents anticipated the children’s later language ability, trumping any prediction obtained from the quantity of mother’s words in these interactions.
When parents speak with their children during parent –supported activities, child learn new words and try to use it .Without such activities child may not learn new words so easily, Owen said. Moreover with true supports in quality interaction low income toddlers can become successful language learner. Owen said there are three areas of interactions that can help to lay a strong communication foundation:
- Common engagement in activities that are imparted with words gestures and objects
- Activities that include signal that represent meanings that are shared between a child and parent
- Smooth and comprehensive communication that include verbal and non-verbal with participations from parents and child.
Language learning is not developed by talking to children, Owen said. If parents involve in interactive conversations with their children, using signal and language, their children will be; participating in conversation that increase their language success and later their success in school. Owen said young children learn the words that involve things in which they take interest and they hear most by following the lead of the child, word learning increase and conversations and good language skills develop. The curriculum and lessons shared with families in the centre of the children and families Juega Conmigo program gave importance to quality in parent child interaction in the program bilingual development specialists share information. According to them pay attention and learning activities with children using toys, music and movement facilitate children. Such activities increase growth-promoting parent-child interaction.