Welcome to happy quack [mom’s School Park], where you will learn the compulsory courses for novice mothers jointly created by the top experts in the field of parenting, master the methods to solve the problems of baby nutrition, sleep, common diseases, early education and enlightenment, and advance to qualified mothers.
Today we are going to learn the “language enlightenment” course of J.
It is very important for a baby’s language enlightenment within one year of age. It should be enlightened and guided according to the characteristics of TA’s language development in different stages.
· birth – 3 months: passive receiving period
At this stage, the baby doesn’t make much noise except crying. But the baby will turn his head to the direction of sound, and will passively receive the language information by observing the interaction between his mother and the people around him. As soon as little D was born, I would talk and sing to her in her face, and say what I did with her in declarative sentences, such as “little D has dinner with her mother”.
Some babies will emit some vowels at the end of the third month, such as “a” and “O”. The first time little D unconsciously makes these meaningless sounds, I will imitate them and add another sentence. For example, when she says “O”, I’ll say, “O, that’s what you said.” Imitating her is to give her positive encouragement, and then add some words, so that she can start to understand the meaning of “conversation”. In fact, if I say a word, my mother will reply.
4-7 months: babbling period
At this stage, the baby begins to pay attention to the details of our speech, such as the pronunciation and tone of each word. The baby will start to say some consonants, such as “Ba” and “Ma”. At that time, I would use the consonant from little D to form a word and then say a sentence. For example, when she said “b-ei”, I would point to the cup and say to her, “b-ei, Bei, this is the cup.” It is necessary to associate words with objects or actions, rather than teaching words independently without context, which is meaningless for babies.
In addition, at this stage, when we call the baby’s name, she begins to react and use different sounds to convey her emotions. What I said changed from declarative sentences to rhetorical sentences. For example, I would ask “what’s little D doing now?” pause for a while, see if she has any reaction, and then say, “suckle.”. Encourage little D to participate in the dialogue with me, instead of passive reception as before. If little D answers me in “Martian”, I will be very happy to encourage her, give positive feedback and strengthen her enthusiasm for communication with me.
· 8-12 months: “Martian” small talk
At this stage, the baby should have more “Martian Language” or use some actions to express their meaning. For example, use your fingers to say goodbye to the place she wants to go.
At the beginning of this period, parents should consciously use simple words to help children connect words with daily actions and daily necessities. For example, get up every day and say “get up!” and see a bottle and say “bottle”. Slowly, little D would say “Nao” when he saw the bottle, but I didn’t correct her. Instead, he asked her to look at the shape of my mouth and slowly said, “bottle, do you want to say the bottle right?” reinforce the correct pronunciation rather than correct the wrong pronunciation.
At the same time, avoid the baby language of “eating Nei Nei”. And speak in the same way. You can’t point at the cat today and say “cat” tomorrow. The baby will be confused.
After the baby can understand the basic expression, language enlightenment becomes more critical.
A survey conducted in the mid-1990s in the United States found that children from low-income families heard an average of 30 million words less than children from high-income families at the age of 4, and the gap of 30 million words later also appeared in their language development and learning performance. For this reason, the United States has set up a program called action 30 million words, in order to help all parents master the basic methods and most effectively carry out early language enlightenment for their children.
In the survey sample, low-income families also read picture books and let children watch videos and listen to children’s songs, but why is there such a big gap? After a deep understanding of the plan, we found that the gap comes from whether we are “conscious”.
In action of 30 million words, three T’s of language enlightenment are proposed: tune in, talk more and take turns. I’d like to share with you how I implement small D in daily life.
• first, tune in, which means consistent channels
Most of the time, we start with ourselves to enlighten our children’s language. When we think about it, we nag our children whether they are interested or not. If the child didn’t listen, he would complain, “why don’t you listen to me?”
“Listening” and “hearing” are different from each other. The same channel is the premise for children to effectively accept what we say. Only when the child is interested in what we say, can her receiver be turned on, can she really “hear”, and language Enlightenment has effect. Therefore, parents need to consciously adjust our band and children’s matching.
I share a small method of language enlightenment called “keyword bombardment”. In the process of playing, I use simple sentences to express the activities that my baby is carrying out. In each sentence, I repeat the same keyword constantly.
For example, when little D is playing with a truck, I will say:
“Yes, this is a truck!
You are pushing a truck.
This truck is yellow. “
Talking about what children are playing and what activities they are doing will not only make them more interested in accepting, but also help them effectively connect words with daily life.
• talk more, which means more
Use descriptive language to tell little D exactly what we are doing. For example, when I eat, I will say:
“We have mushroom spaghetti today. The noodles are bow shaped.
The soup is very hot. Let’s blow it
Wow, this noodle is delicious. I like noodles.
When we’re full, let’s wipe our mouth with a tissue. “
This is one of the simplest but most effective methods of enlightenment. Many parents will think that language enlightenment is to read picture books to their children at a specific time, and ignore the opportunities that can be carried out every moment, so that the accumulated gap will be reflected.
• take turn at the end, which means taking turns
After about 10 months of correction, I began to consciously encourage little D to communicate with me. So every time I speak, I give her some time to respond to her own rhythm. At first, this response may be just an action, an expression or some “babbling”, but at least it shows that she understands that communication is two-way. One of the mistakes I made before was that I didn’t give little D enough time to respond. I saw that she didn’t respond, so I repeated it. In fact, every time we repeat it, the child has to spend extra time to deal with it. As a result, she responds more slowly and even confuses. At the beginning, we must be patient and patient.
With more and more languages mastered by little D, our dialogue will be like this:
“What color are you going to wear today, red or blue?
What else is red?
At this time, my question is no longer limited to the answer of “is it or not”, but to ask some open-ended questions, which can encourage open thinking while carrying out language enlightenment.
However, in the process of language enlightenment, we should pay attention to avoid falling into misunderstandings
① it’s just a cramming input without two-way communication
When it comes to language enlightenment, most parents know that they need to retell what they are doing with their baby every day from birth. But it is easy to ignore that communication should be two-way, not just cramming, but expecting children to respond.
The ultimate goal of language enlightenment is communication, not that children can call people and say objects, but that is the key to communication intention and thinking behind communication. Many children are two or three years old, and they know everything but don’t speak. This may be because they didn’t create opportunities to let their children have communication intention when they were young, and their words were finished by adults in the name of “language enlightenment”.
When we talk and sing to our children, no matter how young they are, they will respond to us, such as facial expressions and hand movements. We need to respond, “ah, do you like it, too? It’s also a song my mother likes.”. Let children have strong communication intention and strengthen their willingness to further communicate.
(2) using “Mom” tone, intonation and vocabulary
From the beginning, we need to communicate with children in such a way and language. Communication is not only about being able to speak, but also about how and how.
Reduce the use of reduplicated words, such as “bottle” and “water”. Pay attention to the use of voice and intonation, not only when speaking to children, but also the interaction between family members. Some children like to shout when they are not satisfied. Think about whether their families are in a hurry and their voices are eight degrees high?
(3) teaching language mechanically, rather than using language
Many parents hold a card or a picture and constantly tell their children “cars, cars”, thinking that this is language enlightenment. However, this effect is particularly poor, and soon your child’s “ear channel” is closed.
Only when children are interested in something, can all the receiving channels be opened and the learning effect be the best. With the “keyword bombing” mentioned above, it is more meaningful to talk about what children are interested in in in a short period of time.
But instead of bombarding us all the time, we use it on the premise that we observe that children are looking forward to communicating with us and want to interact with us.
④ always correct children’s speaking mistakes
Children often make mistakes at the beginning of speaking, and adults instinctively correct them in a negative way, but children will not listen, but they will feel frustrated, and they will be discouraged from talking and communicating.
When a child says something wrong, it’s not correction, it’s understanding. Due to the limitation of vocabulary and cognition, they are used to use one word instead of one kind of thing, for example, “dog” is the reference of all small animals to little D. Then, I’ll encourage you to say that I’m interested in her expression, “yes, you see an animal,” and then say the right thing, “this is a cat.”. Through positive guidance, children will carry out “self correction” and will not attack the enthusiasm of speaking.
OK, that’s all for today’s class. Next, I will talk about the “natural disaster and man-made disaster” that destroys children’s concentration and how to improve children’s concentration. Remember to come to class!
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