Baby humming. The first words from your baby's mouth How a baby babbles

Having received your long-awaited happiness - a baby - in your arms, you are immediately faced with many questions. The most difficult is the first year of a baby’s life, since during this period he develops especially rapidly and gets to know himself and the world around him. Most experiences arise during comparisons with other children. That is why we should not forget that up to a year, the concept of “norm” is extremely flexible and individual in everything. Therefore, many parents are concerned about the question of when a child begins to roar, as well as the issues associated with this.

What is humming

Walking is the second of the three stages of speech preparation. The very first is a cry, and the third is babble. These are various variations of individual and chanting sounds and growls: agu, a-a-a, ge, gee, ve, o, he, agy, e, ah, khe, u-u-u, awu, etc. What is very curious is that this set is almost the same for children of different nationalities. Over time, the baby's repertoire is replenished with new intonations and sounds. Addressing the question: “When does a child start to walk?” - you need to remember that this is a kind of communication that needs to be maintained. Probably every mother remembers how the baby looks into her eyes and “purrs” in response. This skill will become the basis for a variety of social contacts in the future. Therefore, talk to your baby, and you will see with what pleasure he will answer you. At this stage, your intonation and rhythm are mainly important to him, and only then the meaning.

When a child starts to walk

On average, a child starts buzzing at a month or two. However, as mentioned above, each baby has its own norm. And someone can do this from 3 or 4 months. This stage of preparation for speech continues in the child until about six months, and then gives way to babbling.

The child doesn't talk

The reasons for the lack of partying are different. One of the most serious is developmental delay. However, whether this is true or not is very easy to determine on your own, without going to the doctor. Any deviation cannot exist on its own, but only in combination. Therefore, if the baby is fine with hearing, attention, reaction to adults and everything steely, then this is simply the norm for the baby. The second, most common reason is our desire to rush things. Therefore, before sounding the alarm, you should give the baby time and also communicate with him more, and soon he will begin to respond to you. Also, some kids simply don’t want to do this, but prefer to listen and watch you more.

The child stopped walking

The cessation of humming is a normal, often occurring phenomenon before the next stage, babbling, begins. So, some children smoothly move into this stage, while others fall silent for a while. This usually happens at 4-5 or 6 months. Again, each individual is different. Therefore, the recommendations remain the same: talk to your child more, sing, smile at him, and very soon he will answer you with new sounds and tunes.

When a child starts to walk: summing up

The main signal of a serious problem is not the belated humming, in your opinion, but the lack of reaction to sounds and communication with the baby. And if a child turns his head towards you when you call him, smiles at you, screams when he feels bad, uncomfortable or bored, then he will begin to do this when the time or simply desire comes.

Scream.
Compiled by Natalya Samokhina.
Speech development begins with the cry of a newborn. It has been proven that screaming is carried out by subcortical structures of the brain. In the period up to 3 months it is of an unconditional reflex nature, and after that it is conditioned reflex and becomes intonationally expressive.
Up to 3 months:
Normally: the cry is loud, clear, medium or low in tone, with a short inhalation and an extended exhalation (waaaa), lasting at least 1-2 seconds, without intonation expressiveness. The cry is dominated by vowel sounds that have a nasal connotation (uh, ah).
In children with cerebral palsy (dysarthria): the cry may be absent in the first weeks or may be painful. The cry is weak, short, high-pitched; may be shrill or very quiet, similar to sobs or screams (which the child usually makes while inhaling). A nasal tone in the voice is also a painful sign. In severe cases, there may be no cry at all (aphonia). All of the above is noted due to a violation of the tone of the articulatory and respiratory muscles.
During the newborn period, a cry occurs in response to hunger, cold, pain, and from 2 months when communication with the child ceases or the position of his body changes. From the same age, the appearance of a cry before bedtime when the child is overexcited is noted.
From 3 months:
Normally: the development of the intonation characteristics of a cry begins: the cry changes depending on the condition of the child. The baby signals the mother in different ways about pain, hunger, discomfort due to wet diapers, etc. Gradually, the frequency of screaming decreases and humming appears instead.
Pathology: the cry remains monotonous, short-lived, quiet, poorly modulated, often with a nasal tint. The intonation expressiveness of the cry does not develop: there are no differentiated intonations expressing shades of joy, dissatisfaction, and demand. Screaming is not a means of expressing the child’s condition and his desires.
At subsequent stages of development, the cry begins to take on the character of an active protest reaction. So, at the age of 6-9 months, a child screams in response to the appearance of strangers. By the end of 1 year, the child screams loudly in response to the fact that this or that object has been taken away from him. By shouting, he expresses his protest against dressing, delays in feeding, etc. A cry occurs as a habitual reaction to any unpleasant stimulus that has once affected it. This could be cutting your nails, taking a bath, etc. It is characteristic that these negative emotional reactions, which arose as combined reflexes, quickly become consolidated in children with cerebral palsy.
Liter:
1. Mastyukova E. M., Ippolitova M. V. Speech impairment in children with cerebral palsy: Book. for speech therapist, M.: Education, 1985.
2. Prikhodko O.G. Early assistance to children with motor pathology in the first years of life: Methodological manual. - St. Petersburg: KARO, 2006.

Booming.
Compiled by Anastasia Bochkova.
Humming is a type of pre-speech vocalization of a child in the first months of life, which includes drawn-out, quiet melodious sounds or syllables: “a-a-a-a”, “ga-a”, “gu-u-u”, “a-gu” and etc. Usually appears at the end of the first - beginning of the second month of life and is noted until the onset of babbling (up to about six to seven months) (S.Yu. Meshcheryakova)
Spontaneous short humming sounds in children with cerebral palsy appear with a delay of 3-5 months, and in some children they appear only at the end of the first year of life. The pathology of vocal reactions in children with motor disorders can be expressed to varying degrees: in the form of complete absence or inferiority, specific features of the pronunciation of humming sounds. A complete absence of vocal reactions is observed only in children with severe damage to the nervous system. The inferiority of vocal reactions is manifested in the absence or poverty of intonational expressiveness of humming, the absence of even elements of self-imitation, the poverty and monotony of sound complexes, and the rarity of their occurrence. The monotony of sounds is combined with their specific pronunciation: the sounds are quiet, unclear, often with a nasal connotation, and do not correspond to the phonetic units of the language.
Most often, children in the period from 3 to 6 months produce undifferentiated vowel sounds and their combinations: [a], [ s], [ e], [ ue], [ eo], [em], and back-lingual sounds [g], [ k], [x], are absent, since their articulation requires the participation of the root of the tongue, which in children with cerebral palsy is extremely difficult due to its tension and limited mobility. These sounds have no intonation coloring. Most children need constant stimulation to make hooting sounds.
Individual undifferentiated sounds represent elements of humming. At the same time, they are short and lack melodious sound. Rear lingual sounds (“g”, “k”, “x”) are often absent in humming, since their articulation requires the participation of the root of the tongue, which is difficult due to its tension and limited mobility.
With pseudobulbar symptoms, disturbances in vocal production and screaming persist. With spasticity of the articulatory muscles, increased tone of the tongue and lips appears. The tongue is tense, the tip of the tongue is not expressed, the lips are tense, which causes limitation of voluntary movements during articulation.
With hypotension, sluggishness of the masticatory and facial muscles of the articulatory muscles is noted. In children, it is inactive, resulting in the mouth being half open. In the case of dystonia, the muscles of articulation constantly contract, which is accompanied by hyperkinetic components.
In children with cerebral palsy, muscle hypertension is reflected in the pathological symptoms of the asymmetric cervical-tonic reflex. Pathological growth of tone in the muscles of the tongue and lips, sharp hypertension or hypotension, lack of voluntary movements of the organs of articulation, postural activity, friendly movements, voluntary manual motor skills are clear indicators of a delay in the formation of motor activity, as well as in the appearance of chain rectifying reflexes.
At the age of 6-9 months, most children have extremely low noise activity.
Children with severe damage to the articulatory apparatus have no vocal activity for a long time. The time for the appearance of self-imitation in walking ranges from five months to a year, which is significantly behind the norm. In many children, self-imitation in walking is not observed at all.
Due to the fact that in children with cerebral palsy, the sounds of humming are monotonous and inexpressive, they cannot serve as a means of communication with others, which in turn negatively affects the process of developing the need for verbal communication and leads to a delay in mental development in general.
It should also be noted that low humming activity slows down the development of speech motor and speech-auditory analyzers.
Liter:
1.Arkhipova E.F. Corrective work with children with cerebral palsy. Pre-speech period: A book for speech therapist. – M.: Enlightenment
2. Badalyan L.O., Zhurba L.T., Timonina O.V. Cerebral palsy. - Kyiv: Health, 1988
3. Prikhodko O.G. Early assistance to children with motor pathology in the first years of life: Methodological manual. – St. Petersburg: KARO, 2006

Babble.
Compiled by Shahina Maria.
Babbling is important in speech development. During the period of babbling (6-9 months), individual articulations are combined into a linear sequence, which is considered an essential mechanism of syllable formation. Babbling is the repeated production of syllables under auditory control. Thus, during the period of babbling, the auditory-vocal integration necessary for speech is formed.
The child first repeats sounds, as if imitating himself (autoecholalia), and later begins to imitate the sounds of an adult (echolalia). To do this, he must hear sounds, select the most frequently heard ones, and model his own vocalizations. The stage of canonical vocalization is characterized by the repetition of two identical syllables (ba-ba, pa-pa, ma-ma, da-da). In addition to typical repeated syllables, the child also pronounces individual syllables and vowel sounds. In babbling, each sound is articulated while exhaling, that is, coordination between breathing and articulation is trained.
During the period of babbling, the child’s general motor skills are further improved: the functions of sitting, crawling, grasping objects and manipulating them are formed. A close connection was found between the severity of babbling and general rhythmic repeated motor reactions. It has been established that general rhythmic motor activity stimulates the development of babbling.
From about 6-7 months, babbling becomes socialized. A child babbles more when communicating with an adult. He listens to the speech of others. Gradually begins to use vocal reactions to attract the attention of others.
A characteristic feature of a healthy child of this age is that pronouncing sounds becomes a form of his activity. At the same time, a healthy child begins to develop an initial understanding of addressed speech; he begins to pay more attention to the movements and actions of an adult and understand their meaning.
During this period, the child can simultaneously look at an object and make babbling sounds. It is as if he listens to both himself and the adult at the same time, “talks” to himself, but also to his environment.
Children with cerebral palsy usually have absent or extremely rudimentary babbling. The sounds they make are monotonous and intonationally inexpressive. The child cannot voluntarily change the pitch and volume of his voice.
Most often, the babble of children with motor disorders contains the vowel sounds a, e and the labiolabial consonants m, p, b (if the tone of the orbicularis oris muscle is not impaired). The most characteristic in babbling are combinations of the vowels a, e with labial consonants: pa, ba, ma, ama, apa. Labial-dental, anterior, middle, and posterior lingual sounds are rarely found in babbling. There are almost no oppositions of consonant sounds: voiced sounds are voiceless, hard sounds are soft, stop sounds are fricative.
The utterance of individual sounds is often accompanied by a general increase in muscle tone and the appearance of violent movements. The reaction to addressed speech is manifested by poor sound complexes, devoid of emotional coloring. Most often, the vocal activity of children during this period is at the level of humming. Self-imitation in walking is just beginning to develop. The desire for onomatopoeia is usually absent or slightly expressed.
Sound activity is extremely low. The child does not try to communicate with others using sounds. This is combined with motor development disorders: the child usually does not sit or sits unsteadily by the end of the year, does not stand, does not walk, does not crawl, and has no or weakly expressed objective and manipulative activity. In the motor sphere, disturbances characteristic of cerebral palsy are revealed in the form of pathology of muscle tone, the presence of postural reflexes, and lack of coordination of movements.
Liter:
1. Mastyukova E. M., Ippolitova M. V. Speech impairment in children with cerebral palsy: Book. for a speech therapist. - M.: Education, 1985.
2. Prikhodko O.G., Early help for children with motor pathology: Methodological manual. St. Petersburg: Publishing house "KARO", 2006.
3. Smirnova E.O., Child psychology: Textbook for universities. 3rd ed., revised. – St. Petersburg: Peter, 2010. – 299 p.

First words.
Compiled by Marina Mironenko.
With the appearance of the child’s first words, the stage of development of active speech begins. At this time, the child develops special attention to the articulation of those around him. He very much and willingly repeats after the speaker and pronounces the words himself. At the same time, the baby confuses sounds, rearranges them, distorts them, and omits them.
The child’s first words are of a generalized semantic nature. With the same word or sound combination it can denote an object, a request, or feelings. You can only understand a child in a specific situation.
Individual timing of the appearance of speech varies significantly. Thus, the majority of dysarthric children in the second year of life are at the pre-linguistic level of development. At the beginning of the second year, they experience a decreased need for verbal communication and low vocal activity. The child prefers to communicate with gestures, facial expressions and shouting. These children usually speak only a few words, and sometimes their development of initial understanding of spoken language is delayed.
The age-related dynamics of speech development in children with dysarthria depends on many factors: the location and severity of brain damage; early start, systematicity and adequacy of correctional speech therapy work; state of the child's intelligence.
During the first three years of life, children with cerebral palsy and motor disorder syndromes experience the slowest rate of speech development. In the second year of life, the development of gross motor skills usually outstrips the development of speech. Children begin to pronounce their first words at about 2-3 years old. By the end of early childhood, only a few of them communicate with others using simple and short sentences of 2-3 words.
With the systematic implementation of correctional speech therapy classes, by the end of the 3rd year of life, the rate of speech development begins to outstrip the rate of development of the child’s general motor skills.
Phrasal speech is usually formed by the age of 4-5, and in older preschool age (5-7 years) its intensive development occurs. As a rule, children do not realize their speech abilities in communication (they give one-word, stereotypical answers to the questions asked).
The active vocabulary at an early age increases extremely slowly, the passive vocabulary significantly exceeds it, and speech remains unintelligible for a long time. The connection between word, object and action is difficult to establish. Due to inaccuracy, unsystematization, and often erroneous knowledge and ideas about the environment, the child experiences a quantitative decrease in vocabulary and its slow formation. Children do not have the necessary linguistic means to characterize various objects and phenomena. The stock of words denoting actions, signs and qualities of objects is especially limited in such children.
Limitation of speech communication, impaired auditory perception and attention, low speech activity and underdevelopment of cognitive activity cause serious disturbances in the formation of the grammatical structure of speech, as a result of which grammatical forms and categories are difficult to assimilate. Children find it difficult to use correct case endings, coordinate words in sentences, and construct sentences.
In children with dysarthria, the phonetic side of speech is not sufficiently developed. At an early age, many sounds are absent. Subsequently, some of them are pronounced distorted or replaced by similar ones in articulation. Children with this disorder are characterized by pathological acquisition of phonemes (the sequence of their acquisition does not coincide with the same sequence under normal conditions).
Thus, children develop defective articulatory patterns, which are subsequently reinforced as a pathological speech stereotype is formed. And most children have problems with phonemic awareness.
Liter:
1.Arkhipova E.F. Corrective work with children with cerebral palsy. - M., 1989.
2. Balobanova V.P., Bogdanova L.G., Venediktova L.V. and others. Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution. – St. Petersburg: Detstvo-press, 2001.
3. Prikhodko O.G. Early help for children with motor pathology: Methodological manual. – St. Petersburg: Publishing house “KARO”, 2006.

Your baby is still very tiny. At first glance, it seems that it is too early to talk about the development of speech. What kind of speech is there, you will say, if from him you can only hear a loud “ooh!”, and in moments of calm and blissful mood - “aha” and “aha”, not counting other indistinct and unintelligible sounds. Many parents believe that before their child utters his first words (and this usually happens at the age of about a year), it is useless to talk to him, since he, they say, still does not understand anything and cannot yet learn anything.

However, “unintelligible sounds” are already the formation of speech, and it begins long before the appearance of the first words. And already at this very first stage, the main function of speech is clearly visible - communication. Yes, yes, your baby can and wants to communicate with you!

In order to imagine how to communicate with a baby, let's look at the main stages of speech formation.

The first stage is screaming

When a baby is born, coming from one environment to another, he needs to somehow declare himself, his presence in this world. While the child was in the mother's belly, all his needs were satisfied instantly. Now he sometimes feels some kind of discomfort - and screams (still at the level of an unconditioned reflex). When the baby's needs are met, the child develops a certain behavioral stereotype, and the cry becomes a signal of discomfort (wet, wants to eat or sleep, sad, lonely). The child has only one remedy - screaming. Gradually, with the help of screaming, the baby learns not only to attract attention to himself, but also to communicate. Remember, when your baby calls you, he first screams and then waits for an answer: will mommy come or not? Then he screams louder and waits again. In this way, the child gives his “interlocutor” the opportunity to engage in his first dialogue.

Around the third month (and for many babies much earlier), the intonation of screams also changes. An attentive mother can identify many different cries of her child - it could be grumbling, whining, dissatisfaction, a sharp squeal of pain, angry “exclamations”.

“Even if I’m in another room, I can almost certainly tell from the screams what’s happening to my twins. When they quarrel and cannot share toys, the cry is the same; when they are bored, the cry is completely different. And, of course, I always distinguish shrill and sharp “dangerous screams” (when you urgently need to run to help) from “non-dangerous” ones, when children simply express their dissatisfaction.”

The cry is present in the child for quite a long time, developing in parallel with speech. And even when real, “adult” words appear, screaming continues to play a very important role in communication.

The second stage is roaring

Buzzing usually occurs at the age of one to two months and accompanies the child in the first six months of life. Usually these are different variations of sounds: a-a-gu, gee-s, ge-e, a-gy, etc. It is curious that babies of different nations walk in the same way. Gradually, the baby’s repertoire is enriched with new sounds, and new intonations appear. In humming, as in shouting, the moment of interaction is also important. Of course, the baby can go for a walk even when left alone in the room. But with your appearance, the partying becomes more active. If you look closely at the child, you will see that he does not just make sounds. At this time, the baby looks into your eyes, waits for your answer, he is already trying to build a full-fledged speech dialogue. And this dialogue must be supported! After all, while walking, the child learns to coordinate both his voice and his gaze, which will subsequently become the basis of any social contact.

The baby seeks your attention and communication using the method of carrot and stick, as ancient as the world, only instead of a stick he uses crying, and instead of a carrot - his charming and joyful smile.

Answer your child in his language, support and encourage his first “performances” in every possible way. He will be very pleased with your attention - look how he reaches out to you, tries to purse his lips in order to adequately answer such an important interlocutor! Gradually, the child begins to pronounce long chains of sounds, as if imitating himself. Moreover, he is trying to imitate you too!

A baby at this age tries to feel sounds and words for the first time. For now, what is important for him is not so much the meaning of words, but rather the different intonations, the rhythm of speech, and the articulation of various sounds.

“My daughter, at the age of four months, began to feel my lips with her hands whenever I said something to her. It seems that she wants to check how different sounds are made, and is trying to catch the words flying out, contrary to the well-known proverb about the word and the sparrow. As soon as there is a pause in my speeches, the baby immediately begins to actively answer me.”

Third stage - babbling

As the child develops, the humming subsides and is replaced by babbling. This usually occurs at the age of 6-7 months. Your baby begins to pronounce individual syllables “ba”, “ma”, “ta”, etc. - at first once, very rarely and as if by accident. Gradually, syllables are heard in his speech more and more often, they are repeated in the form of chains: ba-ba-ba-ba, ma-ma-ma-ma.

Booming and babbling are very important for the further development of speech. If your baby doesn’t have them, try to activate them.

Holding the baby in your arms so that he can clearly see the movement of your lips, repeat various syllables, sing rhythmic songs, read simple rhymes, and most importantly, talk to the baby as much as possible. He needs to hear adult speech. However, these should not just be conversations that adults have with each other, but speech addressed specifically to him, to the child.

“My son is now 6 months old. He distinguishes different voices by ear. If I talk to him, hiding behind the diaper, he starts smiling joyfully and looking for where his mother has gone. And one day he heard the voice of someone else’s uncle from the hallway - it was a thick bass voice, completely different from his father’s voice - he heard it and began to cry loudly.”

“My ten-month-old Dashunya loves to “read” books - most of all traditional Russian fairy tales for little ones, “Kolobok”, “Turnip”, “Ryaba Hen”. She also really likes conversations on the topic: who talks how. The variations are endless - from a pussy to a big-ass truck or a steam locomotive.”

Again, even if it seems to you that the child is babbling to himself, nevertheless he is very eager to communicate with you. The first babbling words-syllables do not yet carry any meaningful meaning. But it is thanks to the mother, who hears the words in these syllables, that the babbling is filled with meaning.

“Surprisingly, Fedya began to speak the syllables “ma-ma” from the first days. Of course, at first he cried so much. But gradually, he realized that his “mama” especially touches me, especially since everyone said around him that he was calling his mother.

By six months, this “mama” began to mean not “come to me,” but “give me MOMMY here.” At eight months old, he clearly addressed me, and called me while in the arms of others, and there was no doubt that this was already a real word.”

Lesson or communication?

Of course, when communicating with a child, we teach him one way or another. But try not to let your desire to teach your baby literally from the cradle overshadow a more important thing - your live emotional communication.

If you follow the theories of early development, you probably heard the name of the American scientist Glen Doman, who argued that, being in a special learning environment from a very early age, a child can achieve very high intellectual results. At his Institute of Child Development, Doman conducted many experiments, the essence of which boiled down to the following. Beginning at two months of age, when their eyes begin to focus, infants were rapidly shown various cards depicting letters, words, notes, numbers, pictures, hieroglyphs and much, much more. During the demonstration, the teacher or mother named the corresponding object. At first, such “lessons” lasted 5-10 minutes, then their duration gradually increased.

When the kids grew up, this is what became clear. They really remembered information perfectly, spoke foreign languages, read, counted, etc. But at the same time, the kids did not play at all; their emotional sphere was disturbed. Accustomed to only passively absorbing didactic material, they did not strive for active knowledge of the world around them; creativity was inaccessible to them, since they had no real creative experience. And they could not always put into practice that huge store of knowledge that their tenacious childhood memory stored. The saddest thing is that the emotional disturbances in these children were already irreparable. After all, many very important milestones of emotional development are laid precisely in infancy, when the child wants and can communicate, build social models of behavior, and not record countless dry facts in his brain.

In my psychological practice there was a boy, Andryusha, who could not adequately communicate with his peers. He ran in circles, constantly repeating the same phrase. At the same time, he had very big problems with the articulation of sounds: at the age of five he simply could not pronounce about fourteen sounds, so it was difficult to understand him. He preferred to communicate in writing.

It turned out that Andryushin’s mother was at one time very interested in the early intellectual development of her son. As a result, he learned to read before he spoke. At the same time, he did not play, studying numbers, letters, special cards, and only drew geographical maps.

When starting to teach your child letters in infancy using a newfangled developmental method, be careful! Some children who were taught to read, for example, using Zaitsev's cubes before they began to speak, had delayed speech development. Instead of engaging in live communication, they read and wrote using blocks.

Stage four - first words

So, from babbling a word is born...

At this stage (usually it begins at 11-12 months) it is very important to help the child with his word creation. It is now that the baby begins to associate words with objects in the environment, words are filled with meaning for him. Now you can expand your reading aloud repertoire. Try to call things around you by their proper names (not “Let’s put this thing in there”, but “Let’s put the doll in the crib”). Don't forget to comment on your actions when you are with your baby.

Speech therapists advise training the muscles of the lips and cheeks. To do this, stock up on various whistles, harmonicas, and a toy flute and teach your child how to blow on these instruments. It is also useful to blow soap bubbles (although you will have to constantly make sure that the child does not drink the soap solution).

Another fun way to exercise your lip and cheek muscles is to make faces with your baby. Feel free to make funny faces, expressively depict a variety of emotions (surprise, fear, joy), stick out your tongue, lick your lips. You will see that your baby will really like this new game, and soon he will begin to repeat some movements after you.

Children usually really like sounding toys. Take advantage of this and let your baby learn to make a variety of sounds and reproduce them with his voice. His first words will be onomatopoeic: “bang”, “boom”, “woof-woof”, “bibika”. Don’t be afraid of these infantile, “Lala” (as my eldest daughter says) words. This is a very important moment in speech development. It is still difficult for a child to associate an abstract word (for example, dog, car, fell) with a specific object or action. If the word is at least somewhat similar to an object or action, such a connection will be much easier to establish (for example, a dog says “av-av”, a car says “beep”, and a falling object makes “boom”). Infant words help the child transition to normal, “adult” speech.

When your baby tries to repeat some words after you, you can read the poems “by role.” For example, the famous poem about desperate geese (everyone, as a rule, remembers its beginning):

• Adult: Geese-geese!
• Child: Ha-ha-ha!
• Adult: Do you want to eat?
• Child: Yes Yes Yes!
• Adult: Bread and butter?
• Child: No no no.
• Adult: What do you want?
• Child: Sweets!
• Adult: Well, fly as you want, tJust take care of your wings - withThe gray wolf under the mountain does not let you go home. Let's fly and fly (child waves his arms) sat on the head.

It is especially important to talk to your baby while playing. Do not forget that the game is focused specifically on dialogue, and not on your monologue. You can, for example, roll a ball to each other, accompanying this activity with comments: “Give me the ball! The ball rolled towards mom.” Pause and give your child the opportunity to join the conversation. “And now - on the ball! The ball rolled towards the baby” etc. Try to match the game to your baby’s mood and state.

Words and gestures

Facial expressions, gestures, and intonation help a person communicate with other people. Please note that adults, when talking to each other, convey a lot of information using facial expressions and gestures (this is why many people find it difficult to communicate on the phone, although they can easily carry on a conversation during a personal meeting). But for young children, non-verbal communication is even more important because at a certain stage it is the only way for them to “talk” to you.

It is very useful to reinforce words with certain gestures. First, the baby learns to reproduce the gesture, and then repeats the word. For example, the word “give!” usually accompanied by the following gesture: extend your hand with your palm up and bend and straighten your fingers several times. At the same time, try to use the words “give”, “bring”, “take” more often, ask the child to fulfill simple requests. You will see that he will be very happy to help you!

In a similar way, you can teach your baby other expressive gestures, for example, “Okay,” “Goodbye,” “Show how big you are,” or shake your head affirmatively or negatively. Don’t be shy about children’s gestures, such as pointing with your finger, but rather, help your child master them.

Gestures can also have an emotional connotation.

“Olezhka recently learned to show how sour a tomato is and how sweet a raspberry is. When you ask him: “Which tomato?”, he wrinkles his nose hilariously, showing his disgust for his least favorite food. To the question: “What kind of raspberry?” the child breaks into a blissful smile and smacks his tongue. Of course, at some point we taught him this, but now he often imitates some kind of taste even without our asking. For example, if you say that lemon is sour, Olezhka will certainly frown.”

“Marusa was shown that you can smell flowers. Now, at the sight of any flower (in a flowerbed, in a pot, or even in a book), she reaches out to it with her nose and sniffs it in ecstasy.”

The child can use gestures to accompany your reading of poetry or singing.

For example, like this:

• I play the violin - tili-li, tili-li,(the child holds an imaginary violin in his hands and “plays” it),
• Bunnies are dancing on the lawn - oh yeah untill (“dances”, twirls raised arms).
• And then on the drum - bam-bam-bam, bam-bam-bam(the child taps his palms on some surface),
• In fear, the bunnies ran into the bushes!(hides his face in his hands).

• A clubfooted bear walks through the forest(the child sways, legs spread wide),
• Collects cones, sings songs(bends over for an imaginary bump).
• Suddenly a cone fell right into the bear's forehead(slaps himself on the forehead).
• The bear got angry and kicked(baby stomps his foot).

• Little bunny, dance, little gray one, dance. Dance like this, dance like this(the child “dances”).
• Little bunny, stomp your foot, little gray one, stomp your foot, stomp your foot like this, stomp your foot like this, stomp your foot like this.(stomps first one foot and then the other).
• Little bunny, clap your hands, little gray one, clap your hands, clap your hands like this, clap your hands like this, clap your hands like this(baby claps his hands).
• Bunny, bow, little gray one, bow, bow like this, bow like this, bow like that(bows).

You can also play “Toys” by Agnia Barto. The kid shows how the bull swings on a shaky board, how the girl Tanya cries bitterly, pities and strokes the poor bear with a torn paw.

By the way, the famous finger games simultaneously train the child’s “speaking gestures” and fine motor skills, which are also very useful for speech development.

For example, here is a game "Cabbage":

• We have cabbage, here it is, cabbage(we show how big the cabbage is),
• We cut the cabbage, cut it(with the edge of the palm, like a knife, we knock on the table),
• we three, three cabbage(rubbing palms together)
• We're mashing cabbage, we're mashing ( We pretend to mash the cabbage with our fists).

But here is a finger massage game, similar to the famous “Magpie-Magpie” - Pancake machines:

• Masha began to call guests(we stroke the baby’s open palm):
• And Ivan, come, and Stepan, come, and Andrey, come, and Sergey, come,(we bend our fingers one by one, starting with the thumb),
• And Nikitushka - well, please!(we bend the little finger after stroking it).
• Masha began to treat the guests: Damn Ivan, Damn Stepan, Damn Andrey, Damn Sergei(we straighten our fingers, kneading the pads - “distributing pancakes”),
• and Nikitushka - mint gingerbread!(extend the little finger, also stroking it first).
• Masha began to see off the guests: Ivan, goodbye, and Stepan, goodbye, Andrey, goodbye, and Sergei, goodbye!(each finger bends and straightens in turn - as in the “goodbye” gesture),
• and Nikitushka - well, stay a little longer!(we stroke the little finger affectionately).

These games will help your child enrich their vocabulary and relate words to very specific actions or objects.

About over-salted porridge

Remember the famous joke about the boy who didn’t say anything until he was five years old? No medical luminaries and the most famous speech therapists could help him. But one day at breakfast the boy suddenly said: “The porridge is too salty today!” The happy parents rushed to congratulate each other, and when they calmed down, they asked their offspring: “Why were you silent before?” To this the boy replied: “And before everything was fine.”

Jokes aside, when parents understand a child too well without words, he simply does not need to convey any message to them. Perhaps here you sometimes have to be a little cunning, pretending that you do not understand what the child wants from you until he tries to tell you about it.

Until she was two years old, Alina said nothing but “yes” and “no.” I was already starting to worry about this, and suddenly I caught myself formulating all the questions to her in such a way that they could be answered unequivocally “yes” or “no.” When I began to ask more complex questions, as if not understanding my daughter, she came up with many more new words.

If a child communicates with you using babble and gestures, his first words are about to appear. Don't worry if this happens a little later than you think it should. Don't compare your baby to the girl next door, your friend's son, or your coworker's niece! The development of each individual child may have its own individual characteristics.

However, there are some important milestones in your baby's speech development that are worth paying special attention to:

• A cry that is initially a reaction to discomfort (hunger). A child who is too quiet and as comfortable as possible is not as good as it seems.
• Animation complex (smile, animation) when an adult appears (appears at 1-3 months).
• Booming. How and when does your baby roar? Does he look into your eyes at the same time, does he “sing” his baby songs while in your arms, do you feel his need for communication?
• Babbling (appears at 6-10 months), the child clearly attracts attention to himself with the help of some sounds.
• Pointing gesture (appears at 8-13 months). This is a very important moment in the development of a child, preceding the appearance of the first words, because before naming an object, the baby needs to learn how to show it.
• Emergence of basic social gestures, such as “goodbye” (9–12 months).
• Understanding and fulfilling simple requests, the appearance of elementary plot games (feed the doll). A child usually goes through this stage at about one year of age.

Baby babble is not just a meaningless collection of sounds and syllables. Nature has no idle or unnecessary moves. The baby sucks his thumb, gurgles, coos, coos, smacks his lips and babbles - and all this time he trains his speech apparatus.

SCHOOL FOR MOTHER. What and how to do today so that tomorrow the baby’s speech is clear, rich and expressive? It turns out that the future pronunciation (and even literacy) of the baby can be influenced by following simple recommendations.

❀ Experiments with intonation. To develop your baby’s speech skills, you need to diversify your intonation when communicating with him: speak quietly and loudly, menacingly and affectionately, in a thin and rough voice, sing songs and tell nursery rhymes, make your speech emotional.

❀ I read lips. When you talk, look at the baby. He should read your facial expressions, watch how your lips move. Don't carry out your actions silently. The more often a child hears human speech, the easier it will be for him to master the “science of speaking.”

❀ Get your hearing checked. It is known that speech development is directly related to hearing development. The baby must distinguish between the voices of others and his own and later hear his own voice. If you have any doubts about your child's hearing, see a specialist.

HEARING TESTS. You can perform these simple tests at home by simply observing your baby.

❀ At 2-3 weeks, the baby should freeze when he hears his mother’s voice and flinch at sharp sounds.

❀ At 1-3 months, the child turns his head to his mother’s voice, at 4 months - to any other sound source: for example, a rattle.

❀ At 2-4 months the child walks, at 4-5 months the walking is replaced by babbling. The child pronounces the first syllables.

❀ The baby should become emotionally involved (babble) at the sight of his family.

❀ At 8-10 months, the child begins to develop new sounds.

❀ Don't babysit! Pronounce all sounds clearly and clearly. You need to talk to small children slowly, with clear articulation of sounds.

Develop your child's phonemic awareness. Vowel sounds must be drawn out, as if humming. Intuitively, all mothers talk to their children this way. Make sure to clearly pronounce the sounds “i” and “o” so that the child can distinguish them from “u” and “e”. Subsequently, when the baby begins to speak, he will replace some sounds with others. This may lead to poor writing in the future.

Feeling of native language. It has been proven that children develop a sense of their native language in the first year of life. Be a role model!

First syllables and words. It is known that children of different nationalities pronounce the syllables “ba” and “da” first. The long-awaited word “mom” can be heard at 8 months, a year, and even later. By the way, it doesn’t always come first. At the same time, the baby can address it not only to the mother, but also to the doll. Children first learn to pronounce words, but they still have their own, original semantic content. They can call “bi-bi” not only a car, but also everything that moves. The first words are “bi-bi”, “av-av”, “yum-yum”, etc. Support them, but do not forget to translate specific children's vocabulary into literary language.

What if the baby is in no hurry to talk? There is no need to train him: “Say “car-rrrr!” . Just talk, play role-playing games with dolls and soft toys, show him speech skills and language capabilities.

Game "Where?" Children like the game of asking questions: “Where is our leg? Where's mom? Where’s the bear?” There is one answer to all questions: “But he (she)!” This emotional game teaches the baby interrogative and exclamatory intonations, develops observation skills and simply lifts the mood.

What is harmful to children's hearing? Constant background sound, music (even low volume), TV on. All sounds for the child merge into one continuous hum. The younger the child, the more difficult it is for him to distinguish and isolate his mother’s voice from the general noise.

Individual characteristics

The most favorable period for speech development is considered to be from 7-12 months to 3.5-4 years.

For each child this is an individual process, as in his overall development. If a child does not speak after four years, this is already considered a pathology.

Baby talk of children 3, 4, 5 years old

Surely you already have your own collection of children's sayings, “pearls.” Our children surprise us, touch us, make us laugh, and sometimes amaze us with the sharpness and originality of their thoughts.

Katya (5 years old)

“We have tankers, we have sailors, we also have “terrorists” - small shooters (in the original - “artillerymen - sharp shooters”).

The boy Gera (6 years old) listens attentively to K. Chukovsky’s fairy tale “Confusion.” After the phrase “Two brushes came and watered from

ladle" says:

- Well, at least they guessed...

Dad tells Masha (4 years old) what professions there are:

— Some people bake bread at work, others treat

children, others -...

“... they make money,” Masha prompts.

Egor (3 years old): - What is this circle on the door?

- Peephole.

Admiringly:

- ABOUT! Door with peepholes.

Zhenya (3 years old) was asked if she loves her mother:

- Yes, of course, she doesn’t bite at all.

Nastya (3 years old)

Mom asks her daughter:

Daughter, who sews clothes?

Dasha (3 years old). Reflections on an eternal topic:

- “Groom” is the one who buys candy and kisses, and “husband” is the one who has lunch and washes the dishes.

Parable about mother's fur coat:

Mother! I really like your fur coat! I just admire her. It suits you so well: you look like a shepherd in it.

Nastya (3 years old)

Grandma, let's play!

Come on, how are we going to play?

You will be a daughter, and I will be a mother.

Daughter, come on, collect your toys!

Mom tenderly addresses Katya (3 years old):

Katya, my little goat!

Katya in response:

Mommy, my big goat!

The period of babbling. Stimulation of its development

Appears at the age of 5-6 months and is a combination of consonants and vowels. The transition to babbling is associated with the development of rhythm and consistency of breathing and movements of the articulatory apparatus. In the middle of the first year of life, the striatal subcortical nuclei mature and the child’s motivational sphere becomes more complex. The functioning of the striatal nuclei begins gradually, which is revealed in the appearance of such emotional expressive reactions as laughter and crying (Vinarskaya E.N., 1987). With its appearance, we can talk about the beginning of the syntagmatic organization of speech - the combination of individual articulations into a linear sequence with modulation in timbre and pitch.
At first, the babbling is spontaneous. The child listens to the sounds he pronounces and tries to reproduce them. The appearance of echolalia (imitation onomatopoeia) leads to a rapid increase in the number of syllables and sounds used. The process is active: the baby looks at the adult, follows the movement of his lips and repeats what he hears.
An important role is played by the ability to control the articulatory apparatus based on visual and auditory perception. By the 8th month, the sound composition becomes more complex with the sound combinations “te-te-te”, “ta-ta-ta”, “tla”, “dla”, etc. The vowel “i” is used more often. “o” appears as an independent sound (Mikirtumov B.E., Koshchavtsev A.G., Grechany S.V., 2001).
The babbling begins to resemble a song. The ability to connect different syllables appears (the stage of verbal babble). Studies of the sound composition of babbling have made it possible to establish a number of its regularities: 1) the presence in the composition of babbling of most of the sounds that are unusual for the Russian language; 2) diversity and fine differentiation; 3) replacing hard-to-pronounce sounds with similar ones in articulation; 4) the dependence of pronunciation mastery on the primary development of the vocal apparatus; 5) the dependence of the sequence of appearance of sounds on the complexity of their pronunciation.
Of the great variety of innate babbling synergies, only those that are systematically reinforced by external sound complexes remain in the child’s everyday life (Vinarskaya E.N., 1987).
At the 9th month, babbling becomes precise and differentiated. It is possible to pronounce the combinations “ma-ma”, “ba-ba” without communicating with certain people (two-syllable babble).
Increased accentuation of maternal speech addressed to the child, with an abundance of emotionally emphasized stressed syllables (Sasha, my dear), as well as episodes of passionate rhythmic appeals of a nursing mother to the baby “Butsiki, Mutsiki, Dutsiki” or “ shirt, shonka, shonka"), during which the mother caresses and kisses him, lead to the fact that stressed syllables, together with their noisy pre-stressed and post-stressed “neighbors,” receive in the mother’s speech a single sound of changing sonority: now increasing, now falling. Feeling these effects of sonority, the child imitatively reproduces them in his babbling reactions and thus begins to operationally master the sound structure of integral pseudowords, which in maternal speech are no longer correlated with syllables, but with parts of phonetic words, phonetic words and their combinations (Vinarskaya E.N. , 1987).
Observations show that the initial babbling chains of stereotypical vocalizations (a-a-a, etc.) are replaced at 8-10 months. chains of stereotypical segments with a noise beginning (cha-cha-cha, etc.); then at 9-10 months. chains of segments appear with a stereotypical noise beginning, but with an already changing vocal end (ty-ty-ty, etc.) and, finally, at 10-12 months. chains of segments with changing noise beginnings appear (wa-la, ma-la, da-la; pa-na, pa-pa-na, a-ma-na, ba-ba-na, etc.).
Length of babbling chains at the age of 8 months. is maximum and averages 4-5 segments, although in some cases it can reach 12 segments. Then the average number of chain segments begins to fall and by 13-16 months is 2.5 segments, which is close to the average number of syllables in word forms of Russian speech - 2.3.
The sound composition of babble is the result of kinesthetic “tuning” of the articulatory apparatus according to the auditory, acoustic imitation of the speech of others (Shokhor-Trotskaya M.K., 2006).
Children who are deaf from birth do not develop either self-imitation or imitation of the speech of others. The early babbling that appears in them, without receiving reinforcement from auditory perception, gradually fades away (Neiman L.V., Bogomilsky M.R., 2001).
The sequence of mastering the sounds of babbling is determined by the patterns of development of the speech motor analyzer: coarse articulatory differentiations are replaced by increasingly subtle ones, and easy articulatory patterns give way to difficult ones (Arkhipova E.F., 1989).
The most intense process of accumulation of babbling sounds occurs after the sixth month during the seventh month, then the process of accumulation of sounds slows down and few new sounds appear. The process of intensive accumulation of sounds in babbling coincides with the period of myelination, the significance of which lies in the fact that its onset is associated with a transition from generalized movements to more differentiated ones (N.A. Bernstein). From 7-8 months to one year, articulation does not expand particularly, but speech understanding appears. During this period, semantic load is received not by phonemes, but by intonation, rhythm, and then the general contour of the word (Arkhipova E.F., 2007).
By 10 months, a higher level of communicative and cognitive activity is formed. All this stimulates a leap in the child’s motivational sphere. Carrying out emotional interaction with the child, the mother systematically turns her attention to various objects of the surrounding reality and thereby highlights them with her voice and her emotions. The child internalizes these “emotional labels” of objects along with their corresponding sound images. Imitating his mother and using the chains of babbling segments already available to him, he reproduces the first babbling words, the form increasingly approaching the sound form of the words of his native language (Arkhipova E.F., 2007).
The period of babbling coincides with the formation of the child's sitting function. Initially, the child tries to sit down. Gradually, his ability to hold his torso in a sitting position increases, which is usually fully formed by six months of life (Belyakova L.I., Dyakova E.A., 1998). The vocal stream, characteristic of humming, begins to break up into syllables, and the psychophysiological mechanism of syllable formation is gradually formed.
Babbling speech, being rhythmically organized, is closely related to the rhythmic movements of the child, the need for which appears by 5-6 months of life. Waving his arms or jumping in the arms of adults, he rhythmically repeats the syllables “ta-ta-ta,” “ha-ga-ha,” etc. for several minutes in a row. This rhythm represents the archaic phase of language, which explains its early appearance in speech ontogenesis. Therefore, it is very important to give the child freedom of movement, which affects not only the development of his psychomotor skills, but also the formation of speech articulations.
After 8 months, sounds that do not correspond to the phonetic system of the native language gradually begin to fade away.
By about 11 months, chains with a changing noise onset appear (va-la, di-ka, dya-na, ba-na-pa, e-ma-va, etc.). In this case, any one syllable is distinguished by duration, volume, and pitch of sound. Most likely, this is how stress is laid down in pre-speech means of communication (N.I. Zhinkin).
IN AND. Beltyukov identified the sequence of appearance of consonant sounds in babbling according to the principle of reducing the contrast of a group of consonant sounds when they appear in babbling: oral and nasal, voiced and voiceless, hard and soft (forelingual), lingual (stop and fricative).
Some babbling sounds that do not correspond to the phonemes of the speech heard by the child are lost, and new speech sounds similar to the phonemes of the speech environment appear.
There is also a third stage in the development of babbling, during which the child begins to pronounce “words” formed by repeating the same syllable like: “baba”, “ma-ma”. In attempts at verbal communication, children at 10-12 months of age already reproduce the most typical characteristics of the rhythm of their native language. The temporal organization of such pre-speech vocalizations contains elements similar to the rhythmic structuring of adult speech. Such “words,” as a rule, do not correspond to a real object, although the child pronounces them quite clearly. This stage of babbling is usually short, and the baby soon begins to speak his first words.
Stages of development of babbling (according to V.I. Beltyukov):
Stage 1 - a hereditary program of voiced articulatory movements, implemented regardless of the hearing of children and the speech of others;
Stage 2 – formation of the autoecholalia mechanism;
Stage 3 – the appearance of combinations of sound-syllable complexes, physiological echolalia and the transition to active speech
Pronouncing these sounds is pleasant for the child, so his babbling sometimes continues throughout his waking hours (Mukhina V.S., 1999).
Oddly enough, the quality and activity of babbling are largely related to how the child is fed, namely, whether full sucking movements are performed in acts of feeding, or whether they are in the right volume. Artificial children, of whom the majority now suck, often lack such action: the lips and tongue do not gain sufficient strength, and most importantly, mobility and differentiation (the ability to act in different parts separately). This can play a negative role in speech development. If natural feeding is not possible, then spoons with small holes are needed. The child must work, getting food, until there are beads of sweat on his forehead. Children whose tongue muscles have gained sufficient strength and mobility love to play with it. They stick it out, lick their lips, chew it with toothless gums, turn it to one side and in different directions (Wiesel T.G., 2005).
Babbling is necessary to train the connections between pronunciation and hearing in order to develop auditory control over the pronunciation of sounds (Isenina E.I., 1999). An infant is capable of perceiving a smile, gesture, or word only addressed to him personally. Only to them does he react with appropriate animation, a smile, and sound (Tikheeva E.I., 1981).

Signs of dysontogenesis babble:

Late onset of babbling (after 6 months) (the appearance of babbling after 8 months is one of the signs of intellectual disability, cerebral palsy);
Absence of babbling or any of its stages.
Poverty of the sound content of babbling (limiting it to the sounds: ma, pa, ea, ae).
Absence of syllable rows in babbling: only individual syllables are represented.
Absence of autoecholalia and echolalia mechanisms in babbling.
Absence of labiodental, anterior, middle, and posterior consonants in babbling.
A sharp predominance of labial and laryngeal sounds in babbling.

Techniques for stimulating babbling.

• Moments of absolute silence are created when the child can listen to an invisible but close source of sounds (human speech, melodic chanting, playing a musical instrument). To induce speech imitation, you should be in the baby’s field of vision, teach the child to voluntarily pronounce first those sounds that are in his spontaneous babble, and gradually add new sounds and syllables that are similar in sound. It is useful to include the child in a group of babbling children (Borodich A.M., 1981)
• The baby extracts the material for babbling from the environment himself, which is why he needs sounding toys so much. In addition to them, children also benefit from those that “ring, knock, moo, whistle, hiss...” He will listen to their sounds and from each sound extract something of his own, which is reflected in babbling (Wiesel T.G., 2005 ).
• The unhindered development of the entire motor system has a huge impact on the development of the child’s language (Tikheeva E.I., 1981).
• Play with your baby while sitting face to face.
• Repeat after your child the sounds he makes. Pause to give him the opportunity to respond to you.
• Imitate the babble of a baby. Try to fully maintain the pace, timbre and pitch of the child’s speech. When pronouncing labial sounds and syllables, draw the child's attention to your mouth. Pause to give your child time to repeat the sounds.
• Use a combination of chains of movements with chains of syllables: when pronouncing syllables, for example, ba-ba-ba, ma-ma-ma, jump with the child. To do this, you can sit the child on a large ball, another springy surface, or simply on your lap.
• To stimulate the lips, you can recommend playing with a pacifier. The adult “takes” it from the child so that the baby follows with his lips.
• Place your index finger on the upper lip, make stroking movements towards it from the nose (Solomatina G.N., 2004).
• During this period, it is advisable to encourage the adult to pronounce simple syllables. It is recommended to chant simple syllables and words:
• Ma-ma-ma-ma, mommy! Pa-pa-pa-pa, daddy! Ba-ba-ba-ba, grandma! Moo-moo-moo, little murochka! Ki-ki-ki-ki, little kitty!
• Carry out passive articulatory gymnastics.
• They stimulate the ability to localize sound in space not only to sound stimuli, but also to the child’s name. Gradually introduce sounds that differ in pitch, strength, and duration.
• During activities with a child, they attract his attention not only to toys, but also to his surroundings. They strive for the child to recognize the mother, to become wary at the sight of the mother’s unexpectedly changed face, for example, putting on a mask or throwing a scarf over her face. During this period, specially selected toys, different in size, color, shape, moving, and sound, become important. They strive to attract attention to the toy, to manipulate it, they hide toys in order to evoke an emotional attitude towards each toy separately, to highlight the toy that is most interesting and loved by the child.
• Stroking the fingertips with a stiff brush continues for some time. Brushes should be bright and different in color.

Literature

1. Arkhipova E.F. Speech therapy work with young children: a textbook for pedagogical students. universities - M.: AST: Astrel, 2007. - 224 p.
2. Neiman L.V., Bogomilsky M.R. Anatomy, physiology and pathology of the organs of hearing and speech: Textbook. for students higher ped. textbook institutions / Ed. IN AND. Seliverstova. - M.: VLADOS, 2001. - 224 p.
3. Borodich A.M. Methods for developing children's speech. - M.: Prochveshchenie, 1981. - 256 p.
4. Isenina E.I. Parents about the mental development and behavior of deaf children in the first years of life. - M.: JSC IG "Progress", 1999. - 80 p.
5. Tikheyeva E.I. Speech development in children (early and preschool age). – M.: Education, 1981
6. Solomatina G.N. Stimulation of speech development in children with congenital cleft lip and palate.//Speech therapist. – No. 2. – 2004.