At what age do babies begin to talk

Children develop different skills at different paces in all sorts of ways, from the moment they take their first steps to the moment they understand that their own perspective may be different from someone else's. The language is no different, so there is no fixed age at which a child should start speaking.


At what age do babies begin to talk
At what age do babies begin to talk

At what age do babies begin to talk

Contents:

  • At what age do children talk
  • When to worry
  • When to ask for help
  • Stimulating language skills in children


At what age do children talk There are, of course, certain milestones that most children reach in communication at certain ages, and it can be a daunting time for parents who see their friends' children start talking earlier than their own.

For most children, this is probably just the natural variation of when they touch their own landmarks. For others, it could be a temporary language delay that will eventually cause them to catch up without any intervention.

But for some children, a delay in the early stages of language development could be the first sign of a long-term language development disorder. So what should guardians search for in the event that they are worried about their youngster's language advancement?


When to worry

In general, children begin to mumble from the age of about six months and say the first words between ten and 15 months (most begin to speak at about 12 months). Then they start taking over an increasing number of words and start combining them into simple sentences after about 18 months.

It is important to remember that language is not just about the sounds we make with our voice. The idea that language means only speech is a misconception. We underestimate it, yet understanding the language utilized by everyone around us is an extremely mind boggling task.

We need to know the words used, have an idea of ​​what these words mean in different contexts and understand the meaning of a sentence based on the order of the words. These are called receptive language skills.

Guardians should know that from the earliest phases of language advancement, kids see beyond what they can impart all alone.


Indeed, through children's understanding of the language around them - in other words, of what parents, siblings, sisters and careers say - children develop their own language skills.

Some conditions that affect speech, such as stuttering, are very visible. In contrast, the problems that children have when they do not typically develop language can sometimes be hidden.

Sometimes seemingly complex instructions can be easily understood due to the general context. For example, if you tell your child "go and put on your coat and boots" it can be understood because of the context of preparing to leave the house and understanding the words "coat" and "boots".

Other less obvious guidelines, for example, "Take the blue and dark book under the sweeping from the seat," require a superior comprehension of the actual language and may be more difficult for children with language difficulties.

It is often difficult to identify an underlying language problem in many children, especially when they know how to use the social context.


When to ask for help

It can be very frustrating for children themselves when they cannot express their thoughts or when they do not fully understand what is going on around them.

A child who has tantrums, but finds it difficult to say why he is upset, may have an underlying language difficulty.

This could signal a language delay, which is not unusual. If you notice that the child finds it difficult to follow simple instructions, this may be due to a difficulty in understanding the language, which may indicate a more persistent problem.

About 70-80% of children with expressive delays recover their language by the age of four. For others, this could highlight a language development disorder, a long-term impairment of language skills.

Even experts find it difficult to distinguish between delayed and disturbed language before primary school. It is believed that this disorder affects 7.6%, ie one in 15 children.

It can affect the ability to express and receive language and lasts until adulthood.

All children have the ability to develop, but children with this disorder may need additional support to reach their full potential.

Rather than "wait and see", it is a good idea to seek the advice of a specialist, especially if the child is between 18 and 30 months old and seems to have language comprehension problems, uses very few gestures to communicate and learn hard new words. The first step is to contact a local speech therapy and language therapy service.


Stimulating language skills in children

The language is flexible and there is not much input. Regardless of the level of language development your child has, there are always things you can do to further stimulate his or her language skills.

For example, when you play with your child, follow the direction of his eyes and label the things he sees. If he says "horse running", you can go ahead with this and say, "Yes, the horse is running. Where is he running from?

”This helps children learn new words and concepts, as well as learn how to better structure sentences.

Reading books together is great for developing language skills, because in books you can find new words for things that are not often seen in real life, such as zoo animals.

It is likewise important in advancing consideration and listening abilities. Make sure you ask lots of “why” and “how” questions to get more language out of your child, rather than “yes” or “no” questions.

Watching children's videos or TV shows may be similar, but only if you watch and discuss videos or shows together.

It seems simple, but having "back and forth" conversations with your child can be very helpful.

Not only can this be incredibly satisfying from a social point of view, but it can contribute to the development and expansion of language and broader social communication skills.

Try to integrate this into regular activities, such as talking to the child while shopping at the supermarket or going to the park together.

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