When a child starts to speak the first real words, this is of course a milestone. The first real words arise when children realize that words refer to objects, emotions and situations. This realization is part of the development of thought. This thinking ability will eventually make it clear to the child that language use consists of speaking and listening. But it also becomes clear to the child that language use consists of a subject.
Language development: the first words
The age at which the first real words are created is on average between 13 and 18 months . It is a crooked word because in the process they master speech motor skills. Speech motor skills and general motor skills are partly related. When a child is not very good in general motor skills (the child cannot walk that fast, often falls, does not dare to climb), then the speech motor development is also somewhat slower than in children who are fluent in all motor skills.
Language development: giving feedback.
Between 13 and 18 months the child begins to speak in a one-word sentence, such as: eat, pet (the child means that which is soft). An adult only understands the child during this period when he sees what the child is doing. Much earlier than this one-word stage, it appeared to be important that parents communicate with the children and name objects. This of course remains important, even at this stage. If the child says: woof, then as a parent you give feedback by responding to this. You can then say: yes, that is a dog. It is important that parents name objects, people and actions and speak in short, simple sentences, and not too quickly. The child’s language should preferably be linked to expressions that can be incorporated into the child’s system (see the example of the dog, the parent provides feedback).
There’s more going on than the first word
Between 13 and 18 months the child can name pictures and objects. They use verbs, but not conjugations. Children also use demonstrative pronouns . Neologisms (self-invented words) and interrogative sentences (car? road?) also occur. Denial is still used by shaking the head.
The beginning of the verbal period and the urge to explore: an inseparable combination
Language, movement, looking and listening are connected. Children discover themselves (the ‘I’) and the world. They come to understand that an object or person can be gone and have a lot of fun playing peek-a-boo games. This is where separation anxiety begins to occur. When the child is in bed, he or she wonders whether mommy and daddy are still there. Between the ages of 9 and 18 months, children engage in functional play , but imitation, which is so important for toddlers, already starts here. The children observe and imitate. They also learn that they are not allowed to do things.
Language development: on to two-word sentences
Language development and communication start to make progress between 18 and 24 months. The children make two-word sentences. They come to understand that words are placed in a certain order. The transition from one-word sentences to two-word sentences is smooth . There is communication of a reciprocal nature . If parents give feedback now , they will receive feedback in return. Children share what they notice and what concerns them and ask for feedback. There is (appointment of):
- Location: bunny here, snow outside
- Feature: great car, clean lazy
- Someone’s action: mom’s gone, eat cook
- Own action: go to bed, go outside
- Wish: one more cookie, no book
- Someone’s property: grandma’s car, my doll
- Questions: mommy gone, pele outside?
For the first time they make negative sentences : no choon lazy, no chair.