Занятия на развитие речи 2 года: развитие речи у детей до 3 лет (игры, упражнения)

Как развивать правильную речь ребенка в 1-2 года: упражнения

Речь годовалого малыша быстро пополняется новыми словами и целыми фразами и активизируется к двум годам. Именно в период 1-2 лет она становится для ребенка базовым средством общения. То, какой она будет, зависит от подготовительных работ, которыми родители занимались с младенцем до года. А для развития правильной речи рекомендуется использовать специальные упражнения.

Нормы речевого развития у малышей от 1 до 2 лет

1. В норме малыш в возрасте одного года должен освоить такие речевые навыки:
   Он должен уметь повторять открытые слоги (те, что заканчиваются на гласный звук). К примеру, годовалый малыш может еще не уметь говорить слово «нет», но может воспроизвести его как «нэ». Также он произносит «да», «ту» и так далее.
2. Малыш уже выражает свои эмоции через интонацию.
3. Ребенок может повторять слоги и звуки, произносимые животными: «мяу», «ав-ав», «му-му».
4. Он воспринимает на слух названия определенных предметов, понимает, о чем говорят взрослые, и может указать на них.

ВАЖНО! Большое значение имеет не только то, что и как говорят малыши в возрасте от одного до двух лет, но также и то, могут ли они запомнить, как называется и для чего предназначен тот или иной предмет.

Ко второму году жизни в норме малыш умеет отвечать на обычные вопросы, может выполнить простые поручения, повторить несложные слова и фразы. Он может выговорить все гласные звуки и большую часть согласных. К двум годам ребенок умеет строить предложения, включающие в себя 3-4 слова. Малыш слушает стишки, сказки, потешки, старается запомнить какие-то их части.

ОБРАТИТЕ ВНИМАНИЕ! Если что-то из перечисленного у малыша не получается, внимательно понаблюдайте за ним. Возможно, у ребенка небольшая задержка развития речи. Это не страшно и поддается корректировке, например, с помощью логопедического массажа. Уже с двух лет малыш может заниматься с логопедом, дефектологом или психологом.

Упражнения для развития правильной речи у детей от 1 до 2 лет

Прежде чем начинать развивать речь малыша, родителям нужно учесть следующие правила:

• Упражнения необходимо подбирать с учетом возрастных особенностей ребенка, а также его индивидуальному психическому развитию. Так, один малыш в 1 год и 11 месяцев может не мочь делать то, что отлично дается другому в полтора года. Старайтесь избегать чрезмерно сложных игр и упражнений, так как малыш потеряет интерес, и обучать его в дальнейшем будет сложнее.
• Важно учитывать зоны ближайшего развития. Сначала малыш должен начать произносить открытые и закрытые слоги, потом нужно учить с ним одно- и двуслоговые слога. Только после того как он сможет обозначать определенное действие или предмет словами, можно будет переходить к фразам.
• Примите во внимание психические особенности малышей в возрасте от 1 до 2 лет. Для них вполне нормально неустойчивое внимание до десяти минут. В этом возрасте в мозгу лишь формируются нейронные связи, и перегрузка может только навредить, вызвав головную боль и плач или вовсе отвращение к развивающим урокам. Оптимальная длительность занятия – 5-10 минут.

Ежедневно уделяя время простым упражнениям, вы поможете малышу лучше развить речевые навыки. Для детей в возрасте 1-2 года подойдут следующие приемы:

1. Научите малыша выражать эмоции через звуки: «ох» и «вау» при восторге и удивлении, «эх» при разочаровании и так далее. Благодаря этому он начинает интуитивно поднимать, для чего предназначена речь.
2. Пойте вместе с ребенком либо учите его регулировать высоту голоса иными способами. Если он умеет хорошо подражать, можете просто перекликиваться с ним звуками, регулярно повышая высоту голоса. Так он поймет смысл игры. Кстати, это упражнение можно использовать при игре в прятки, или же находясь в разных комнатах с ребенком.
3. Произносите названия предметов, если они находятся в поле зрения малыша. В возрасте до 2-3 лет они понимают, о чем вы говорите, если видят это (наглядно-действенное мышление). При кормлении говорите о ложке, тарелке, называйте другие находящиеся рядом с ребенком предметы. То же самое делайте при купании, укладывании ребенка спать и других регулярных процессах.
4. Предлагайте ребенку подуть на одуванчик, игрушечную крутилку, давайте ему пить через трубочку. Это способствует развитию артикуляционного аппарата. Учтите, что питье через соску и трубочку – это разные вещи. При использовании соски ребенок не задействует губы и щеки. Питье через трубочку намного сложнее, так как малыш должен втягивать жидкость сам. Поэтому некоторые специалисты отмечают, что детки на грудном вскармливании начинают говорить раньше. Мышцы их щек и губ подготовлены лучше, отточек навык прикладывать язык к небу.
5. Давайте малышу для игры предметы, имеющие разную фактуру: крупы в сухом и мокром виде, слегка влажные мягкие игрушки, сыпучие материалы. Важно, чтобы он играл с ними под вашим присмотром.
6. Пусть малыш часто играет со старшими детками. Наблюдайте за их общением между собой. Годовалый малыш слабо выражает что-то понятное, а вот трехлетний ребенок говорит уже намного лучше. Под его влиянием первый также будет стараться объясниться. Предложите деткам игры, в которых они могут взаимодействовать: построить вместе пирамиду, катать машинку по очереди и так далее.

Также существует ряд специальных логопедических разработок, помогающим деткам в возрасте 1- лет быстрее развить речь. Вот некоторые их примеры:

1. Для малышей в возрасте от года до года и трех месяцев отлично подходят игрушки в виде животных. В процессе игры предложите покормить зверушку, но перед этим она должна будет попросить об этом – «мяу-мяу», «ав-ав» и так далее. Ребенок должен активно подражать, повторяя звуки и слоги.
2. В возрасте от года и трех месяцев до полутора лет можно играть в катание машин, строительство башенок, загрузку кузова. Вместе с ребенком называйте предметы и действия, чтобы малыш умел отличать названия от процессов.
3. От полутора до двух лет необходимо работать над расширением словарного запаса ребенка. Объясняйте ему название предмета на картинке и просите найти аналогичный в помещении либо среди игрушек.

Регулярно играя с малышом и делая с ним простые и интересные упражнения. Важно проявлять терпение и ответственно относиться с попыткам малыша и ошибкам, которые он совершает.

Игры для развития речи в 2 года

06.09.2015,  Игры для развития речи, Статьи  

В 2 года ваш ребенок уже стал вполне самостоятельным человечком. Может и пирамидку собрать, и башню из кубиков построить, и ложки до стола донести перед обедом. Он даже пытается самостоятельно одеваться и раздеваться, умываться, орудовать расческой и зубной щеткой. Изо дня в день он повторяет одни и те же действия и совершенствуется в них. Малыш с удовольствием наблюдает за вами и с энтузиазмом вам подражает.

Подражает, в том числе, и взрослой речи. Поэтому родителям двухлеток стоит приложить усилия сразу в нескольких направлениях развития речи детей и лучше это делать через игру.

Направления развития речи ребенка в 2 года

Прежде чем думать, как развивать речь, стоит определиться с тем, в каких именно направлениях работать. Итак, разберемся, что для чего нужно делать.

Игры на расширение пассивного словаря нужны для того, чтобы ребенок мог лучше понимать вас, книги, которые вы ему читаете, и окружающий мир в целом.

В активный словарь будут добавляться слова, с помощью которых малыш сам будет с вами общаться.

Игры, связанные с грамматикой, дадут возможность потренироваться в правильном употреблении предлогов и окончаний.

Слуховое внимание и фонематический слух помогут ребенку научиться по звуку узнавать предмет (например, различать звуки, которые издают разные музыкальные инструменты, животные и т.п.) и понимать смысл слов, которые очень похожи по звучанию (пила-юла, стол-стул, лес-лис).

Правильное речевое дыхание делает нашу речь плавной, помогает регулировать громкость голоса. А потому игры для развития речи в 2 года подразумевают и дыхательные упражнения.

Игры на развитие мелкой моторики заставляют лучше работать отделы мозга, отвечающие за речь.

Хорошо развитая артикуляционная моторика даст возможность ребенку правильно выговаривать уже известные звуки и скорее усвоить те, что еще не удаются.

Более подробно об этих направлениях мы расскажем в следующих статьях. И предложим вам много игр для работы над каждым из них. А пока попробуйте эти игры.

Примеры игр для развития речи детей в 2 года

Пассивный словарь

• «Загадки». Положите перед ребенком несколько разных предметов, например, ложку, мяч, шапку, карандаш. Вы загадываете загадку – малыш показывает отгадку. Вопросы могут быть такими: чем можно кушать, что надевают на голову в холод, чем рисуют. Вместо реальных предметов можно пользоваться картинками.
• «Найди одинаковое». Подготовьте несколько предметов двух цветов, например, синие и красные кубики и колечки от пирамидки. Возьмите синий кубик и попросите найти второй такой же. Прикладывайте, сравнивайте, комментируйте. Позже можно увеличить количество цветов, не показывать образец, а сразу говорить: «найди все красные колечки». Важно, чтобы на первом этапе предметы были одинаковой формы.

Активный словарь

• «Рифмы». Предложите договаривать последнее слово в стихотворном тексте. Отлично подходят для этого рифмованные загадки.

• «Кто где живет». Возьмите книги с иллюстрациями животных. Побеседуйте с ребенком о том, кто из животных чем питается и где живет.
• «Собираемся гулять». Перед тем, как отправиться с малышом на улицу, положите перед ним его одежду. Расскажите, что после чего надевают, а ребенок пусть показывает или называет ту вещь, о которой вы говорите. Затем задавайте вопросы об очередности надевания вещей, об их назначении, а ребенок пусть на них ответит.

Грамматика

• «Где карандаш?» Возьмите в качестве «реквизита» карандаш и книгу. Попросите ребенка положить карандаш НА книгу, В книгу, ПОД книгу. Так же можно провести игру и с другими предметами.
• «Отвечаем на вопросы». Найдите в книгах картинки, на которых человек или животное выполняет действие с помощью какого-либо предмета. Научите ребенка отвечать на вопросы предложением. Например, скажите: «Это мальчик. У него в руках лопата. Что он делает?» (Мальчик копает лопатой).

Слуховое внимание

• «Три медведя». Прочтите с ребенком сказку «Три медведя», изображая голосом каждого из героев. Затем поговорите с малышом от лица каждого из персонажей и предложите угадать его. Предложите ребенку самому поговорить от лица героев.
• «Далеко – близко». Возьмите картинки самолета большого и маленького. Громко произнося «УУУ» – вы изображаете тот самолет, который летит близко, тихо «ууу» – тот, что далеко. Попросите ребенка показать, какой самолет вы изображаете, который далеко или близко.

Фонематический слух

• «Находилки». Показывайте ребенку картинки с предметами, названия которых похожи по звучанию (зуб, суп, бутон, бидон, батон, мишка, мышка). Пусть малыш находит предметы по вашей просьбе.

Дыхание

• «Кто дальше». Возьмите лист бумаги и устройте соревнование: кто дальше сдует его, тот и выиграл.
• «Буря». Дайте ребенку стакан с водой и трубочку, покажите, как сделать «бурю в стакане».

Мелкая моторика

• «Бусы». Предложите ребенку нитку и мелкие предметы с отверстиями (бусины, пуговицы, макароны) – пусть нанизывает.
• Научите работать с пластилином: мять, катать шарики и колбаски, отщипывать.
• «Дорисуй». Пользуйтесь карандашами, мелками, фломастерами, красками (лучше пальчиковыми, чтобы было больше контакта между нервными окончаниями на пальцах ребенка и материалами с разной текстурой). Нарисуйте рельсы, а ребенок пусть добавит шпалы, вы дерево, а малыш – яблоки на нем, вы ежика, а ребенок – иголки и т.п.

Артикуляционная моторика

• «Шарики». Превратитесь в воздушные шарики – надувайте и сдувайте щеки.
• «Заборчик». Покажите «заборчик» – широко улыбнувшись, потом улыбнитесь так, чтобы зубов видно не было.
• «Обезьянки». Станьте обезьянками – прячьте язык то за верхнюю, то за нижнюю губу, не открывая рта.

Это далеко не все игры, которые подходят для развития речи детей 2 лет. Однако если вы будете использовать хотя бы их, непременно заметите положительный результат. Ребенок будет быстрее запоминать новые слова и осваивать строй языка, а вместе вы получите еще больше радости от процесса общения.

90000 Speech sounds 90001 90002 Children comm unicate with sounds and vocalisations from birth. 90003 90002 Their «speech» begins with early, involuntary sounds, and develops into sophisticated sequences of movements — using the lips, tongue, and producing all of the sounds in words and sentences. 90003 90002 Speech is a powerful tool for communication. To foster early communicators and language users, educators observe children’s development of: 90003 90008 90009 Vocalisations or sometimes called ‘cooing’ (sounds that pave the way to verbal communication) 90010 90011 90009 speech sounds (like / b / / d / / a / / s /), and 90010 90011 90009 phonology (the rules of our sound system).90011 90017 90018 On this page 90019 90018 The importance of speech 90019 90002 By using this focus, educators can help children to explore different vocalisations and speech sounds. This can further develop their vocal communication. Often, children use sounds with gestures to communicate early wants and needs. 90003 90002 Children’s recognition and use of speech sounds are important for early word learning and successful nonverbal and verbal communication with adults and other children.90003 90002 Children use the language they hear from adults to learn about how sounds work. They then start imitating sounds and words themselves, paving the way for verbal communication. 90010 Educators can help encourage vocal communication, by participating in back-and-forth interactions and sound play with children. 90003 90002 This is where educators and children taking turns communicating using verbal and nonverbal language, and interacting by imitating each other’s actions and sounds.Educators can also use other teaching practices like reading with children, play, and performing arts (rhymes, songs) Child-adult interaction is key to developing speech sounds. Photo: Pixabay 90003 90018 Speech development 90019 90002 The following ages and stages (adapted from Berk, 2013) are a guide that reflects broad developmental norms, but does not limit the expectations for every child (see VEYLDF Practice Principle: High expectations for every child ). 90003 90002 It is always important to understand children’s development as a continuum of growth, irrespective of their age.90003 90037 Early communicators (birth — 18 months): 90038 90008 90009 express desires, intentions, and ideas 90010 90011 90009 use nonverbal and verbal communication 90010 90011 90009 combine vocal communication with gestures and facial expressions 90010 90011 90009 start to use vocalisation and babbling (e.g. bababa, dadada) 90010 90011 90009 produce attempts at speech sounds (e.g. / ka / for «cat»). 90011 90017 90037 From gurgles to giggles 90038 90002 Infant vocalisations are automatic (i.e. reflexive) to begin with. Then more intentional vocal communication develops. 90003 90059 Birth — 2 months 90060 90002 Reflexive sounds (eg crying, coughs & burps) 90003 90059 2 — 4 months 90060 90002 Cooing (eg «ah» and «oo» sounds) and laughter 90003 90059 4 — 6 months 90060 90002 Vocal play , including with pitch, loudness, and funny sounds (raspberries, squeals) 90003 90059 6 months onwards 90060 90002 Babbling sounds (eg / babababa /, / dadada /, / bagibu /) 90003 90059 10 months onwards 90060 90002 Babble that sounds like speech (jargon & conversational babble) 90003 90037 Early language users (12 — 36 months) 90038 90008 90009 have growing understanding and use of speech sounds 90011 90009 learn to say longer words with more sounds (e.g. ‘Stick’) and more syllables ( «pillow», «elephant») 90011 90009 may have some typical «speech errors», such as gliding (rabbit -> ‘wabbit’). 90011 90017 90037 Language and emergent literacy learners (30 — 60 months) 90038 90008 90009 speech sounds and words are pronounced clearly (most of the time), while some typical speech errors still occur 90010 90011 90009 have a growing awareness of how sounds work ( phonology) 90011 90017 90002 Language and emergent literacy learners may have very clear speech, or may have some typical speech «errors».90010 90003 90018 The 44 speech sounds 90019 90002 English is an alphabetic language. We only have 26 letters, but there are 44 speech sounds (phonemes). This includes 20 vowel sounds, and 24 consonant sounds. 90003 90002 View the 90106 44 speech sounds of English 90010 90003 90002 You can also learn the ways these sounds (phonemes) appear as different letter patterns (graphemes) in the Phonics section. 90010 90003 90018 Learning to pronounce speech sounds 90019 90002 In the early months of life, children already begin to recognise the distinct sounds of the language (s) they are hearing, and show preferences towards those languages ​​(Kuhl 2010: Ted Talk).This is because of a powerful process in children’s brains, that happens just by listening to lots of language. 90003 90002 By doing this, children learn about how their language’s sound system (phonology) works. Children start to produce speech sounds themselves at different ages. However, typically developing children usually follow a similar sequence when developing consonant sounds (Shriberg, 1993; Berk, 2013): 90003 Early 8 sounds 90008 90009 Emerging from 1 year; consistent production at 3 years 90010 90011 90009 / m /, / b /, «y» as in ‘you’, / n /, / w /, / d /, / p /, / h /.90011 90017 Middle 8 sounds 90008 90009 Emerging from 3 years; consistent production at 5.5 years 90010 90011 90009 / t /, / k /, «ng» as in ‘running’, / g /, / f /, / v /, «ch» as in ‘chew’, «j» as in ‘jump’. 90011 90017 Late 8 sounds 90010 90008 90009 Emerging from 5 years; consistent production at 7.5 years 90002 90003 90011 90009 «sh» as in ‘sheep’, / s /, «th» as in ‘think’, «th» as in ‘that’, / r /, / z /, / l / as in ‘light ‘, «zh» as in’ measure ‘. 90011 90002 90003 90017 90002 90003 90018 Typical speech «errors» 90019 90002 As children are developing their speaking skills, it is expected they will make «errors» with some sounds (like dod for dog, or lellow for yellow).90010 Some typical speech errors look like this: 90003 90008 90009 rabbit -> wabbit 90010 90011 90009 cup -> tup 90010 90011 90009 spoon -> poon 90010 90011 90009 sun -> dun 90010 90011 90009 cat -> tat 90011 90017 90002 Some errors which are not as usual for children include: 90003 90008 90009 deleting the first sound / s in words (us for bus) 90010 90011 90009 deleting the middle sound / s in words (bo-el for bottle) 90010 90011 90009 moving sounds to the back of the mouth (guck for duck).90011 90017 90002 You can encourage children to correct speech errors by repeating what they say with clear, correct pronunciation. If you are concerned about a child’s speech development, you can consider consulting a speech-language pathologist. 90003 90018 Theory to practice 90019 90002 The development of speech sounds is an important part of learning the «form» of oral language (Bloom & Lahey, 1978). 90003 90002 Early communicators begin to use combinations of gesture, facial expression, and vocal communication to communicate.As children gain speaking skills, they use speech sounds and words more strategically to communicate their wants and needs. 90003 90018 Evidence base 90019 90002 Nurturing and responsive learning environments are important for the development of strong speech and language skills (Harrison & McLeod, 2010). This includes frequent opportunities for children to share attention with adults, interact, and hear language for a variety of different purposes. 90003 90002 In line with Vygotsky’s (1978) sociocultural theory, and Bruner’s (1986) concept of ‘scaffolding’, children learn through interactions with more knowledgeable others.90003 90002 Educators should work in partnership with families to provide stimulating interactions and lots of opportunities for young children to hear and use language for a variety of purposes. This will help foster effective spoken communication skills. 90003 90018 Links to VEYLDF 90019 90009 90197 Victorian Early Years Learning and Development Framework (2016) (pdf — 1.14mb) 90011 90009 VEYLDF Illustrative maps 90011 90037 Outcome 5: Communication 90038 90002 Children interact verbally and non-verbally with others for a range of purposes 90010 90003 90008 90009 Children engage in enjoyable reciprocal interactions using verbal and non-verbal language 90010 90011 90009 Children respond verbally and non -verbally to what they see, hear, touch, feel and taste 90011 90017 90018 Getting started 90019 90037 Early communicators and early language users 90038 90059 Birth — 18 months and 12 — 36 months 90060 90008 90009 Respond to all attempts at communication with attention and affection.90011 90008 90009 Imitate and respond to all of a child’s attempts to vocalise and gesture 90011 90017 90009 Imitate and play with speech sounds 90011 90008 90009 Treat every communication attempt as meaningful, and try to respond each time 90011 90009 Do not be afraid to sound silly as you repeat back to the child their sounds and early words 90011 90017 90009 Enrich every interaction with language 90011 90008 90009 Use every opportunity to comment, describe what is around you, and respond to any child’s attempts to communicate 90011 90009 Use teaching practices like language in everyday situations and language stimulation to allow exposure to lots of speech and language.90011 90017 90009 Games and songs for speech / language 90011 90008 90009 Use speech sounds and language during games like peek-a-boo 90011 90009 Emphasise speech sounds in nursery rhymes like Incy Wincy Spider, and Old Macdonald 90011 90009 Follow the child’s interests and play preferences 90011 90017 90017 90037 Language and emergent literacy learners 90038 90059 30 — 60 months 90060 90008 90009 Games and songs for speech / language 90011 90008 90009 use speech sounds and language during games like peek-a-boo 90011 90009 emphasise speech sounds in nursery rhymes like Incy Wincy Spider, and Old Macdonald 90011 90009 follow the child’s interests and play preferences 90011 90009 play games with pronouncing words in a funny way, to emphasise the right way of pronouncing words.90011 90017 90009 Repeat attempts at words correctly 90011 90008 90009 Encourage children to fix speech errors by repeating what they say with clear, correct pronunciation. 90011 90017 90009 Model clear speech pronunciation for children: 90011 90008 90009 name and point at which part of the mouth a sound is made (see 44 sounds) for older children to see and hear 90011 90009 if you are concerned about a child’s speech development, you can consider consulting a speech-language pathologist.90011 90017 90002 90003 90002 90003 90018 References 90019 90002 Berk, L. E. (2013). Child Development (9th Edition). Upper Saddle River, New Jersey: Pearson Education. 90003 90002 Bloom, L., & Lahey, M. (1978). Language development and language disorders. New York, NY, US: John Wiley & Sons. 90003 90002 Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press. 90010 90003 90002 Harrison, L. J., & McLeod, S. (2010). 90003 90002 Journal of Speech Language and Hearing Research, 53 (2), 508.Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4 to 5-year-old children. 90003 90002 Kuhl, P. (2010) The linguistic genius of babies. TECxRainer Talk 90010 90003 90002 Shriberg, L. (1993). Four new speech and voice-prosody measures for genetics research and other studies in developmental phonological disorders. Journal of Speech, Language, and Hearing Research, 36, 105-140. 90003 90002 Victorian State Government Department of Education and Training (2016) Victorian early years learning and development framework (VEYLDF).Retrieved 3 March 2018, 90010 90003 90002 Victorian Curriculum and Assessment Authority (2016) Illustrative Maps from the VEYLDF to the Victorian Curriculum F-10. Retrieved 3 March 2018, 90010 90003 90002 Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 90003 90017.90000 On the Development of Speech Resources for the Mixtec Language 90001 90002 The Mixtec language is one of the main native languages ​​in Mexico. In general, due to urbanization, discrimination, and limited attempts to promote the culture, the native languages ​​are disappearing. Most of the information available about the Mixtec language is in written form as in dictionaries which, although including examples about how to pronounce the Mixtec words, are not as reliable as listening to the correct pronunciation from a native speaker.Formal acoustic resources, as speech corpora, are almost non-existent for the Mixtec, and no speech technologies are known to have been developed for it. This paper presents the development of the following resources for the Mixtec language: (1) a speech database of traditional narratives of the Mixtec culture spoken by a native speaker (labelled at the phonetic and orthographic levels by means of spectral analysis) and (2) a native speaker-adaptive automatic speech recognition (ASR) system (trained with the speech database) integrated with a Mixtec-to-Spanish / Spanish-to-Mixtec text translator.The speech database, although small and limited to a single variant, was reliable enough to build the multiuser speech application which presented a mean recognition / translation performance up to 94.36% in experiments with non-native speakers (the target users). 90003 90004 1. Introduction 90005 90002 Research on spoken language technology has led to the development of automatic speech recognition (ASR), Text-to-Speech (TTS) synthesis, and dialogue systems. These systems are now used for different applications such as in mobile telephones for voice dialing, GPS navigation, information retrieval, dictation [1-3], translation [4, 5], and assistance for handicapped people [6, 7].90003 90002 ASR technology has been used also for language learning, and examples of these can be found in [8-10] for English, [11] for Spanish and French among others, and [12] for «sign» languages. These interfaces allow the user to practice their pronunciation at home or work without the limitations of a schedule. These also have the advantage of mobility as some of them can be installed in different computer platforms or even mobile telephones for basic practicing. However, although there are applications for the most common foreign languages, there are limited (if any) applications for native or ancient languages.90003 90002 In Mexico there are around 89 native languages ​​still spoken by 6.6 millions of native speakers. Although the number of speakers may be significant (considering the total number of inhabitants in Mexico), this number is decreasing, specially i 90003.90000 LANGUAGE AND SPEECH LEVELS. PLAN 1. Language and speech levels 2. Primary and secondary levels 3. Units of levels 4. The difference between language and. 90001 90002 Presentation on theme: «LANGUAGE AND SPEECH LEVELS. PLAN 1. Language and speech levels 2. Primary and secondary levels 3. Units of levels 4. The difference between language and.» — Presentation transcript: 90003 90004 1 LANGUAGE AND SPEECH LEVELS 90005 90006 90007 90004 2 PLAN 1.Language and speech levels 2. Primary and secondary levels 3. Units of levels 4. The difference between language and speech 90009 90006 90007 90004 3 Language (Speech) is divided to certain strata or levels. Language layers If a level has its own unit then this level is qualified as basic or primary. If a level does not have a unit of its own then it is a non — basic or secondary level. Basic; Primary Non-basic; Secondary 90013 90006 90007 90004 4 HIERARCHY Syntax-major text Syntax-minor sentence Lexicology lexeme / lex Morphology morpheme / morph Phonology / phoneme / phone Phonetics 90017 90006 90007 90004 5 Non-basic or secondary level is one that has no unit o f its own.Stylistics can be said to be non-basic (secondary) because this level has no its own unit. In order to achieve its aim it makes wide use o f the units of the primary (basic) levels. I he stylistics studies the expressive means and stylistic devices o f languages. 90021 90006 90007 90004 6 The main distinction between language and speech is in the following: 1) language is abstract and speech is concrete; 2) language is common, general for all the bearers while speech is individual; 3) language is stable, less changeable while speech tends to changes; 4) language is a closed system, its units are limited while speech tend to be openness and endless.Language levels-emic levels Speech levels-ethic levels 90025 90006 90007 90004 7 «Idiolect» Phonemes when pronounced in concrete speech vary from person to person, according to how he has got used to pronounce this or that sound. In linguistic theory it is explained by the term «idiolect» that is, individual dialect. There may be positional changes (combinability): depending on the sounds that precede and follow the sound that w e are interested in the pronunciation o f it may be different, compare: low and battle.The sound ‘l’ will be pronounced differently in these two words because the letter ‘l in the first word is placed in the initial position and in the second word it stands after the letter «t». So we face «light» (in the first word) and «dark» version (in the second case). These alternants are said to be in the complimentary distribution and they are called allophones (variants, options or alternants) o f one phoneme. Thus allophone is a variant o f a phoneme. 90029 90006 90007 90004 8 M ORPHOLOGICAL LEVEL The morphs that have different forms, but identical (similar) meanings are united into one morpheme and called «allomorphs».The morpheme o f the past tense has at least three allomorphs. they are. / T /, / d /, / id / — Examples: worked, phoned and wanted. The variant про Г the morpheme depends on the preceding sound in the word. 90033 90006 90007 90004 9 L EXICOLOGICAL LEVEL Lexicological level deals with words. Allolexes are lexes that have identical or similar meanings but different forms, compare: start, commence, begin. To avoid confusion between «morpheme» and «lexemes» it is very important to remember that morphemes are structural units while lexemes arc communicative units: morpheme are built o f phonemes and they are used to build words — lexemes.Lexemes take an immediate part in shaping the thoughts, that is, in building sentences. Besides, lexemes may consist o f one or more morphemes. The lexeme «tree» consists o f one morpheme while the lexeme «ungentlemanly» consists o f four morphemes: un — gentle — man — ly. 90037 90006 90007 90004 10 SYNTAX — MINOR AND SYNTAX — MAJOR Syntax — minor deals with sentences. John writes a letter. A letter is written by John.Since one and the same idea is expressed in two different forms they are called «allo — sentences». Some authors call them grammatical synonyms. In the same way the level syntax — major can be explained. The unit o f this level is text — the highest level o f language and speech. «Syntax- major» represents both language and speech levels due to the absence o f separate term as well as «text» is used homogeneously for both language and speech units. 90041 90006 90007.90000 Look Who’s Talking! All About Child Language Development 90001 90002 90003 90002 Language and communication skills are critical to a child’s development. Good communication makes them better able to engage in socialization as well as learn from formal classroom instruction and the environment around them. 90003 90002 Communication involves both 90007 speech 90008 and 90007 language 90008. Speech is the verbal means of communication, and language is using shared rules to put words together to express thoughts and feelings.Since parents are a child’s first teacher, knowledge of language development in children improves a parent’s ability to interact with their child to stimulate and guide them to understand and communicate with their environment. 90003 90002 There are four main components of language: 90003 90014 90015 90007 Phonology 90008 involves the rules about the structure and sequence of speech sounds. 90018 90015 90007 Semantics 90008 consists of vocabulary and how concepts are expressed through words.90018 90015 90007 Grammar 90008 involves two parts. The first, syntax, is the rules in which words are arranged into sentences. The second, morphology, is the use of grammatical markers (indicating tense, active or passive voice, etc.). 90018 90015 90007 Pragmatics 90008 involves the rules for appropriate and effective communication. Pragmatics involves three skills: 90014 90015 using language for greeting, demanding, etc. 90018 90015 changing language for talking differently depending on who it is you’re talking to 90018 90015 following rules such as turn-taking and staying on topic 90018 90037 90018 90037 90002 From birth on, children are programmed to develop speech and language.The first five years are most critical, but language development continues throughout early childhood and into adolescence. During the first five years, stimulation of language development is essential as the brain is developing new nerve cells as well as multiple connections between these cells to serve the function of expressive and receptive language. Lack of stimulation during this time could result in a child making slower progress or end up with poor communication skills. Later, we provide some tips for parents on how to help with language development, but some simple suggestions are to spend lots of time talking, singing, and reading to your child.90003 90002 In the early stages of language development, the brain is programmed to attend to speech sounds and begin to mimic them. Early on, babies like to make sounds up on their own. Later they attempt to repeat sounds and words they’re exposed to from their environment. 90003 90002 Children usually say their first words between nine and 18 months old. The most common first words are either «mama» or «dada.» What’s interesting is no matter what language children are taught, the first words usually reference either mother or father.90003 90002 By about 18 months, a child usually has a vocabulary of 50 to 150 words. Children at this age begin to put a couple of words together to form a sentence sometimes referred to as «telegraphic speech,» such as «Mommy ball» or «Mommy throw ball.» By two-years-old, they can typically use over 300 words and understand about 1,000 words. 90003 90002 Around three years of age, children begin to use language for all kinds of things. They’re not only trying to get what they want by asking, but they’re also talking about past experiences and even beginning to use it to pretend.By preschool (4 ½) they’re beginning to understand and use the rules of language to express possession of something, connect thoughts and quantify. Their language is becoming more like that of adults. 90003 90002 In elementary school, children continue to expand their use of oral language and are also learning to read a write. As children progress through middle school and high school, they continue to expand their vocabulary, refine their grammatical skills and write in more complexities as well as continue to develop reading comprehension skills.90003 90002 The tables below describe specific skill development for each stage of development through age 8. Below the developmental timeline, you’ll find information on how you can stimulate and encourage language development as well as information on how to recognize lagging development and what to do about it. 90003 90054 Things Parents Can Do To Stimulate Language Development 90055 90002 90007 Early Years 90008 90003 90014 90015 Verbally respond to your baby’s vocalizations. 90018 90015 Talk to your baby.90018 90015 Around six months of age, use shared attention and sign language (gestures). Point and name things that they see. Use an exaggerated voice when you describe things. Use feeling words. 90018 90015 Sing to your child from babyhood until they ask you to stop. 90018 90015 Have older children make up songs. 90018 90015 Use songs to communicate things such as time to go to bed, time to clean up, etc. 90018 90015 Make up songs that are silly or that communicate affirmations related to their positive qualities.90018 90037 90002 90007 Older Toddler and Preschooler 90008 90003 90014 90015 Initiate conversations with your child related to recent events and what they’re doing. 90018 90015 Make up stories along with your child where each contributes. This not only stimulates language, but thinking, creating, and a sense of humor. 90018 90015 Gradually increase the complexity of grammar and vocabulary you use to communicate. 90018 90015 Provide children with expanded information about events, as well as things they see and how they feel.90018 90015 Read interactively to engage their participation. Ask questions, use dramatic inflections, let them guess what will happen next, point to pictures and describe them, and ask your child to do the same. Learn More About Interactive Reading. 90018 90037 90002 90007 School Age and Beyond 90008 90003 90014 90015 Keep the conversations going. 90018 90015 Have family meetings. 90018 90015 Have dinner together at the table and encourage conversation. = You can use «Thorns & Roses» by each family member sharing one thing that went wrong and one thing that well during the day.90018 90015 When you go out to dinner, keep the electronics at home or turned off. 90018 90015 After seeing a movie or TV show together, talk about what happened. 90018 90015 Encourage reading. When they finish a book, ask about their thoughts and feelings. 90018 90037 90054 Recognizing Problems 90055 90002 Check out the timelines and look for delays. Remember that there is quite a range of time for the achievement of each milestone. If you feel there is a delay, discuss it with your child’s primary care physician.90003 90014 90015 Look for poor eye contact and lack of attention and focus. 90018 90015 Listen to how they pronounce words. Are they hard to understand? 90018 90015 Can they understand simple directions? 90018 90015 Are they having trouble with basic social skills? 90018 90015 Does your child not seem to be interested in having you read to them? 90018 90015 Do they repeat what you say or say the same thing over and over? 90018 90015 Do they lack empathy for the feelings of others? 90018 90015 Do they avoid conversations? 90018 90015 Are they only interested in talking or reading about one subject? 90018 90015 Is your preschooler not engaging in fantasy play? Do they lack a sense of humor? 90018 90037 90002 Recommended Books for Parents 90003 90002 90007 Beyond Baby Talk: From Speaking to Spelling: A Guide to Language and Literacy Development for Parents and Caregivers 90008 Language is about so much more than just words, and healthy communication is the foundation of your child’s ability to succeed emotionally, socially, and academically.The first eight years of life are a critical period of language and literacy development, and as a parent, you are your child’s primary role model as he or she begins to acquire speaking, reading, and writing skills. And yet, you may be uncertain of what constitutes typical language progress and of what activities and practices will enhance your child’s learning experiences the most. Fully revised and updated for our modern times, Beyond Baby Talk is here to guide you through the easiest and most engaging ways to instill strong communication skills in your child, and to provide fun for you both along the way.90003 90002 90003 90002 Your definitive guide for helping your speech-impaired child and co-written by two in-the-trenches experts. When a child has communication problems-diagnosed or not-parents are first looking for a place to go for help. 90145 The Parent’s Guide to Speech and Language Problems 90146 is a one-stop resource, offering not just the most up-to-date medical information, but also advice and encouragement from a mom who’s been there. 90003 90002 Author Debbie Feit has two children with speech problems and knows what it takes to survive and thrive day-to-day as a family.No other book on the market can match this one for its combination of clinical research and real-world, hands-on parenting solutions. 90003 90002 Videos on Language Development 90003 90002 90153 90154 90003 90002 More Articles on Language Development 90003 90002 90007 For more information check out these articles from the American Speech and Hearing Association 90008: 90003 90002 90003 90164 Language Development Time Lines: 90165 90002 Infant (Birth to 18 months) Toddler (18 m — 3y) Preschooler (3y — 5y) School Age (6y — 8y) 90003 90002 90007 Birth to 6 Months 90008 90003 90014 90015 Vocalization with intonation 90018 90015 Responds to his name 90018 90015 Responds to human voices without visual cues by turning his head and eyes 90018 90015 Responds appropriately to friendly and angry tones 90018 90037 90002 90007 Six to 12 Months 90008 90003 90014 90015 Uses one or more words with meaning (this may be a fragment of a word) 90018 90015 Understands simple instructions, especially if vocal or physical cues are given 90018 90015 Practices inflection 90018 90015 Is aware of the social value of speech 90018 90037 90002 90007 12 to 18 Months 90008 90003 90014 90015 Has a vocabulary of approximately 5-20 words 90018 90015 Vocabulary made up chiefly of nouns 90018 90015 Some echolalia (repeating a word or phrase over and over) 90018 90015 Much jargon with emotional content 90018 90015 Is able to follow simple commands 90018 90037 90002 90007 18 To 24 Months 90008 90003 90014 90015 Can name a number of objects common to his surroundings 90018 90015 Is able to use at least two prepositions, usually chosen from the following: in, on, under 90018 90015 Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words 90018 90015 Approximately 2/3 of what a child says should be intelligible 90018 90015 The vocabulary of approximately 150-300 words 90018 90015 Rhythm and fluency are often poor 90018 90015 Volume and pitch of voice are not yet well-controlled 90018 90015 Can use two pronouns correctly: I, me, and you-although me and I are often confused 90018 90015 «My» and «mine» are beginning to emerge 90018 90015 Responds to such commands as «show me your eyes (nose, mouth, hair ) «90018 90037 90002 90007 Two to Three Years 90008 90003 90014 90015 Use pronouns I, you, and me correctly 90018 90015 Is using some plurals and past tenses 90018 90015 Knows at least three prepositions, usually in, on, under 90018 90015 Knows chief parts of the body and should be able to indicate these if not name them 90018 90015 Handles three-word sentences easily 90018 90015 Has around 900-1000 words 90018 90015 About 90% of what the child says should be intelligible 90018 90015 Verbs begin t o predominate 90018 90015 Understands most simple questions dealing with his environment and activities 90018 90015 Relates his experiences so that they can be followed with reason 90018 90015 Able to reason out such questions as «what must you do when you’re sleepy, hungry, cool , or thirsty? » 90018 90015 Should be able to give his sex, name, age 90018 90015 Should not be expected to answer all questions even though he understands what is expected 90018 90037 90002 90007 Three to Four Years 90008 90003 90014 90015 Knows names of familiar animals 90018 90015 Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands 90018 90015 Names common objects in picture books or magazines 90018 90015 Knows one or more colors 90018 90015 Can repeat 4 digits when they’re given slowly 90018 90015 Can usually repeat words of four syllables 90018 90015 Demonstrates understanding of over and under 90018 90015 Has most vowels and diphthongs and the consonants p, b, m, w, n well established 90018 90015 Often indulges in make-believe 90018 90015 Extensive verbalization as he carries out activities 90018 90015 Understands such concepts as longer, larger, and when a contrast is presented 90018 90015 Readily follows simple command s even though the stimulus objects are not in sight 90018 90015 Much repetition of words, phrases, syllables, and even sounds 90018 90037 90002 90007 Four to Five Years 90008 90003 90014 90015 Uses possessives 90018 90015 Uses double negatives 90018 90015 Joins sentences 90018 90015 Can answer how, who, and when questions 90018 90015 Follows up to 4 step directions 90018 90015 Uses the third person 90018 90015 Tells simple jokes 90018 90015 Says his full name 90018 90015 Knows an average of 900 words 90018 90015 Shows rapid language development 90018 90015 Uses sentences that are three to four words long 90018 90015 Mispronounces 40 percent of speech sounds 90018 90015 Enjoys listening to stories 90018 90015 Understands more words than he is able to use 90018 90015 Asks simple who and what questions 90018 90015 Tells simple events in sequence 90018 90015 Demonstrates beginning phonological awareness (hearing and recognizing the sounds of language) 90018 90015 Us es words to express ideas and feelings 90018 90015 Usually follows requests and can be reasoned with 90018 90037 90002 90007 Five to Six Years 90008 90003 90014 90015 In addition to the above consonants these should be mastered: f, v, sh, zh, th, l 90018 90015 He should have concepts of 7 90018 90015 Speech should be completely intelligible and socially useful 90018 90015 Should be able to tell one a rather connected story about a picture, seeing relationships between objects and happenings 90018 90037 90002 90007 Six to Seven Years 90008 90003 90014 90015 Should have mastered the consonants sz, r, voiceless th, ch, wh, and the soft g, as in George 90018 90015 Should handle opposite analogies easily: girl-boy, man-woman, flies-swims, blunt-sharp , short-long, sweet-sour, etc.90018 90015 Understands such terms as: alike, different, beginning, end, etc. 90018 90015 Should be able to tell time to quarter hour 90018 90015 Should be able to do simple reading and to write or print many words 90018 90037 90002 90007 Seven to Eight Years 90008 90003 90014 90015 Begins to use reference books 90018 90015 Enjoys reading aloud 90018 90015 Enjoys mysteries, adventure stories, and biographies 90018 90015 Adjusts language and vocabulary to fit an audience, topic, or purpose 90018 90015 Develops vocabulary from textbooks and personal reading 90018 90015 Gives precise directions and instructions for more complex activities and tasks 90018 90015 Tells and retells stories in a formal storytelling format using descriptive language, story elements, and voice to create interest and mood 90018 90015 Demonstrates effective listening skills by exhibiting appropriate body language 90018 90015 Uses a variety of simple and compound sentences of varied lengths 90018 90037 90400 .