How many words and which ones should a child speak at two years old?

Congratulations! Your baby is already 2 years old! You may have already heard something about the so-called 2 year crisis and crying attacks. However, in the life of a child at 2 years old, many other interesting events occur that more than compensate for these temporary difficulties. You can, for example, involve your child in participating in family traditions, so that both you and he will have pleasant memories from this time forever. And if your family doesn’t have traditions yet, it’s time to create them!

Ways to develop speech

It is absolutely necessary to develop a child’s speech at the age of two. At the same time, the adult must demand speech culture from himself, since it is his expressions and intonations that the baby will copy. What can you do?

Method No. 1

Create speech situations in which the baby must use active speech.

Method No. 2

Be sure to listen to the child to the end, giving him the opportunity to formulate and express his thoughts, even if it is understandable to an adult.

Method No. 3

Introduce commonly used vocabulary, replacing onomatopoeia (“ko-ko” - chicken, “tops-tops” - shoes, “meow-meow” - kitty).

Method No. 4

Articulate words, achieving clear sound. Do articulatory gymnastics, training the speech apparatus and forming the correct air flow. It's not difficult at all. The simplest, but very effective exercises: lick your lips smeared with honey, tease your reflection in the mirror, imitate the clatter of horse hooves, blow a thread from your palm, blow soap bubbles, adjust a paper boat by inflating its “sails.”

Method No. 5

Use words from all main parts of speech.

Method number 6

Constantly work on expanding the child’s vocabulary, moving it from passive to active. Learn to compare and generalize, name signs and characteristics: color, shape, size, position in space.

Method No. 7

Read aloud to your child and then discuss what you read. Colorful illustrations are a must for successful work.

Correction

Corrective speech therapy measures are carried out against the background of treatment of those pathologies that were the root cause of the delay in the formation or impoverishment of vocabulary. Main components of medical rehabilitation:

• Pharmacotherapy.
  Depends on the etiology of the causative disease. For neurological pathologies, nootropics, angioprotectors, antioxidants, vitamins, and anticoagulants are used. Mental disorders require the prescription of antidepressants, cholinesterase inhibitors, NMDA antagonists, and antipsychotics. Anticonvulsants are necessary to control epilepsy.
• Psychocorrection.
  Along with drug support, neuropsychological correction, cognitive behavioral therapy, and environmental therapy are used in the rehabilitation of patients. For ASD, ABA therapy, sensory integration, and play therapy have proven themselves well. Children with mental retardation, communication difficulties, and limited vocabulary benefit from hippotherapy, dolphin therapy, and sand therapy.
• Physiotherapy.
  Magnetic therapy and electroreflexotherapy have a stimulating effect on the speech centers of the brain. In the post-stroke period, mechanotherapy, massage, and therapeutic exercises are prescribed.

Vocabulary enrichment

The task of expanding vocabulary is solved during classes on speech development, correction of OHP, dysarthria, and aphasia. For speech delays, stimulating techniques are actively used: object-sensory therapy, finger games, onomatopoeia games. In everyday life, it is necessary to verbalize (pronounce) all the child’s actions. Practical activities (modeling, drawing, appliqué), theatrical and role-playing games, and reading books together are useful.

As part of correctional speech therapy classes for patients with limited vocabulary, the following is used:

• articulation gymnastics;
• development of fine motor skills;
• speech therapy massage;
• neurogymnastics;
• mnemonics;
• lexical exercises.

To maintain cognitive functions of the brain in old age, regular physical and mental activity is useful: daily exercise, solving crossword puzzles, doing manual labor (embroidery, beading, lace-making), memorizing poetry, mastering new knowledge and practical skills.

The importance of speech practice

The development of children's speech should be based on constant speech practice. The child should be able to answer the question about what is happening or what is drawn in the picture. You can talk through each situation, achieving the same from the baby. It is important to include adjectives in your speech in order to express your thoughts more accurately and clearly.

If a child is reluctant to listen to books, it doesn’t matter. You can sing him songs, tell him fairy tales, and make him a participant in impromptu skits. Finger toys or hand toys, with which you can perform home theater performances, provide excellent opportunities for developing creative thinking and speech.

It is necessary to develop spatial thinking by introducing prepositions, adverbs, and pronouns into the child’s speech. Learn to compare objects using comparative constructions, as well as divide an object into parts and describe it (“A book consists of a cover and pages. There is one cover, but there are many pages. The cover is thick, but the pages are thin!”)

Purposeful work on developing the speech of a two-year-old child will help him communicate more easily, develop all types of thinking, give him confidence and become the key to success.

New norms for the development of speech of a child from 1 to 7 years old

Victoria Krasnova, neurologist, speech therapist (neurodefectologist, neuropsychologist), osteopath, physician of physical therapy and sports medicine, specialist in speech disorders

• How many words should a 2 year old child speak?

Norms for child speech development at 3 years old

Read also:  Summary of the introductory lesson to the program “In Search of Treasure”; for children 5-6 years old
• Speech development and preparation for school
• Why does a first-grader need a speech therapist: speech disorders and school work

Parents often do not attach much importance to the development of speech of a child under one year old - well, it goes on and on. But in vain - some speech disorders can be noticed already in the first months of life. But the speech of a child of 2 or 3 years old is already very worrying for everyone; every now and then one hears: “Well, when will he speak?” New norms for the development of speech for children from 1 year to 7 years are presented by a neurologist, a specialist in speech disorders in children.

How many words should a 2 year old child speak?

A child between 1 and 3 years of age develops speech rapidly. The main task is to get to know not only the objects, but also their purpose: what is it, what is it for? To understand the diversity of the environment, a child needs a lot of communication. The kid may not just insist, but openly demand: explain! Show me! What to do with this?!

This is a necessary stage of development, and you cannot skip it: answer all questions, tell stories (despite the fact that the child is able to focus for a very short time), teach him to talk with toys, with pictures, with pets.

By the age of one and a half years, a child understands the meaning of many words: in particular, he knows the parts of the body, follows simple instructions (go get a cup) and is able to follow a simple story based on plot pictures.

The normal vocabulary of a 1.5-year-old child is 20 words; by the age of 2, this figure doubles and can reach 50 words. In the period from one and a half to two years, the skill of expressing thoughts using simple sentences is formed. The starting version may contain babbling words, which will later be replaced with full ones (for example, “Vanya pipi” - “Vanya peed”).

Is there something wrong? Here's what you need to keep an eye on when your child is one year old:

• 3-5 words appeared in the arsenal, and for more than six months the vocabulary did not expand, the child did not imitate, did not try to learn new ones;
• the child says part of the word instead of the whole (“deka” instead of “girl”) - this is normal at the development stage. But it should not become a habit: if after a month or two of repetition the word does not “unfold” to the required volume, this is a reason for correctional work;
• From the age of 2, hesitations in speech are also considered an alarming signal: there is a threat of stuttering.

Reasons for a limited vocabulary

Delayed speech development

SRD manifests itself as a delay in the development of speech function in children under 3-4 years of age. Speech begins to develop late, there is an extremely limited vocabulary, difficulties in grammatically constructing phrases, and gross violations of the phonemic structure. A minimal vocabulary limits a child’s communication capabilities and inhibits the development of cognitive processes.

The causes of ZRR can be organic or functional (tempo) in nature. Factors that provoke RRD are:

• complications of pregnancy in the mother: Rh-conflict, ICN, diseases of the pregnant woman;
• difficult childbirth: injuries to the central nervous system and spinal cord, entanglement in the umbilical cord, asphyxia during childbirth;
• pathology of the neonatal period: prematurity, severe jaundice of newborns, perinatal encephalopathy;
• early age diseases: neuroinfections, malnutrition, head injury;
• problems of education: overprotection, pedagogical neglect.

ONR

General underdevelopment of level 1 speech is characterized by the late appearance of speech activity, poor vocabulary, ignorance and inaccurate understanding of the meaning of many words, and the inability to formulate a statement semantically and grammatically correctly. The vocabulary of a child with level 1 ODD contains only individual sound complexes and babbling words. With level 2 OHP, the child uses extremely limited vocabulary - he names some objects and actions, and composes a phrase of 2-3 words.

Level 3 OHP is characterized by an increase in vocabulary, allowing the construction of a detailed phrase, but the vocabulary is monotonous, and the understanding of the meaning of words is inaccurate. At level 4 OHP, the vocabulary is almost normal, only rarely used words are missing in the active dictionary, and there are difficulties in selecting antonyms and synonyms.

With all degrees of OHP, there are also gross violations of sound pronunciation and phonemic development, agrammatism. OHP is diagnosed for the following types of speech disorders:

• motor alalia;
• sensorimotor alalia;
• dysarthria;
• rhinolalia.

Hearing loss in children

Hearing loss leads to systemic underdevelopment of speech function. This means that the child has a significant vocabulary deficit, distortion of the syllabic composition of words, and impaired pronunciation of many sounds and their auditory differentiation.

With congenital or early-onset hearing loss (before 3-5 years), independent speech and its understanding may be absent or in its infancy. Acquired hearing loss not only interferes with further speech and mental development, but can also cause the disintegration of formed speech functions: impoverished vocabulary, sound substitutions, voicing defects, the appearance of dysprosody, and agrammatisms.

Limited vocabulary

Autism Spectrum Disorders

Children with ASD, as a rule, begin to speak much later than their peers (sometimes only at 3-4 years old), do not respond to their name or addressed speech, and do not ask questions. At the same time, they use a limited vocabulary and stereotypical statements.

Autistic children do not use the pronoun “I” when talking about themselves in the third person; they rarely address others by name, or address their parents as “mom” or “dad”. They have difficulty constructing sentences, so they often use other people's phrases (echolalia). Even with a relatively normal vocabulary, the speech of an autistic person does not serve as a means of communication. Communication difficulties are typical for patients with:

• childhood autism;
• atypical autism;
• Asperger's syndrome, etc.

Intellectual disabilities in children

Children with intellectual disabilities have a very limited, primitive vocabulary, which practically does not increase and does not change qualitatively over time. They perceive verbal information poorly and have difficulty expressing their thoughts and needs. Any instruction requires repeated repetition, and the phrases should be short and consist of familiar, frequently used words.

Oligophrenia of varying severity (from borderline intellectual disability to idiocy) can be congenital or genetic in nature. Genetically determined mental retardation occurs in the following syndromes:

• Down;
• Angelman;
• Martina-Bell;
• cat cry;
• Pradera-Willi;
• Cornelia de Lange and many others.

A reduction in vocabulary, and then a complete regression of speech and communication skills after a period of successful development of the child, is characteristic of such pathologies as Rett syndrome, Heller syndrome, Landau-Kleffner syndrome.

Aphasia

Limited vocabulary may be a consequence of aphasic syndrome. This manifestation is observed in amnestic (nominative) aphasia, when patients forget the name of objects, phenomena, actions. Instead of the desired word, patients use synonyms, descriptions, and allegories. Prompting the beginning of a word is usually effective for recalling the entire word.

Patients with dynamic aphasia demonstrate a narrowing of their vocabulary. It is characterized by a telegraphic style, speech cliches (lack of predicative vocabulary, use of only subject vocabulary), and monosyllabic answers. Speech activity is reduced, spontaneous speech is practically absent, and echolalia occurs.

Epilepsy

Poor vocabulary and reduced speech activity - oligophasia - often occurs in patients with epilepsy. In the initial stages of the disease, oligophasia is transient and is observed only after an epileptic attack. Then, as epilepsy progresses, it persists during interictal periods. A person forgets words and cannot find a name for an object. But unlike amnestic aphasia, cueing the first and subsequent syllables does not help recall the entire word. A sharply reduced, limited vocabulary is characteristic of epileptic dementia.

Encephalopathies

Organic brain damage can be caused by infections of the central nervous system, head injuries, intoxication, alcoholism, cerebral ischemia, and hypovitaminosis. If in acute encephalopathy speech is impaired by the type of dysarthria or aphasia, then in the chronic course there is a gradual intellectual-mnestic decline and a psychoorganic syndrome develops. The vocabulary is reduced, phrases are simplified and become stereotyped, the range of topics for conversation becomes limited.

Mental disorders

A decrease in vocabulary occurs in patients with mental disorders. Thus, stereotypical repetition of the same words and phrases (verbigeration) is observed in catatonic syndrome, bipolar disorder, and senile dementia.

With various types of dementia, all aspects of a person’s mental activity are impoverished, and there is a persistent intellectual decline. In the initial period, the patient forgets words and replaces them with others, often inappropriate in meaning (verbal paraphasia). Further, fluency of speech decreases, vocabulary becomes poor, and reading and writing skills are lost (alexia, agraphia). In severe cases of dementia, speech understanding is impaired and speech inactivity develops. A decrease in vocabulary is typical for:

• Alzheimer's disease;
• HIV dementia;
• frontotemporal dementia;
• vascular dementia;
• Pick's disease;
• senile dementia, etc.

Norms for child speech development at 3 years old

In the period from 2 to 3 years, vocabulary increases from 50 to 1500 words, and fragmentary messages are transformed into detailed sentences. Can you imagine how quickly a child’s brain “absorbs” and remembers information?!

At the age of 3 years, a child is normally able to listen to an oral narrative (fairy tale) for 5-10 minutes and follow the plot. In addition, by the age of 3, the function of rapid word creation is activated: the child begins to build non-existent words from familiar parts, combining incompatible roots, suffixes and prefixes. He begins to sparkle with funny children's words like “zucchini” (a cross between a zucchini and a dog), “elephant” (an elephant with a sunflower), etc.

At the same time, self-esteem begins to actively develop, so messages from the third person (“Masha won’t sleep”) are gradually replaced by statements from the first (“I’m going for a walk”).

Is there something wrong?

• the child speaks in sentences, but grossly violates grammatical agreement (instead of “I don’t want” - “Masha wants no”);
• lack of first-person messages: instead of I - still a proper name;
• during speaking, the tip of the tongue protrudes between the teeth, sounds are pronounced through the nose.

Emotional and social development

Between the first and third years of life, active development of behavior and habits occurs. The main character traits and the first contours of the personality are formed. At this time, children show strong attachment to their parents, and treat strangers with distrust and fear. A sense of ownership develops, it seems that everything they love should belong only to them.

The child begins to play with peers, they have common goals. However, at this age they are quite selfish, so communication does not always go smoothly.

Girls

Girls have their first concept of individuality. They speak for themselves, use their name. They like to look in the mirror and dress up. Girls, more than boys, feel the need for attention and approval from adults, are more likely to show independence, and carry out simple tasks. They express their feelings to loved ones, hug, kiss.

Boys

Boys are usually emotionally reserved. They understand requests, but fulfill them only after persuasion or explanation. They watch cartoons and children's programs. They realize that girls play with dolls and boys with cars.

They show great independence and perseverance. If something doesn’t work out right away, they get capricious and quickly give up on the job. They are strongly attached to their mother and begin to cry when she leaves. They prefer to watch their peers play rather than participate in it.

The correct development of emotional background and social behavior is formed on the basis of the home atmosphere. Kids feel the emotions of adults, catching changes in behavior and tone of conversation.

Speech development and preparation for school

By the age of 4, a child’s word creation (invention of non-existent words) sharply decreases, and speech begins to resemble an adult’s more and more. A sentence at this age is usually 5-6 words, and it allows you to clearly express a mature thought or task. Thinking moves along the path from concept to grammatical construction.

By the age of 5, a child should fully master everyday vocabulary and learn to use synonyms and antonyms. By this age, he learns to pronounce all sounds correctly. The most complex, and therefore late to learn, sound is “r”; it has the right to appear by 5–5.5 years.

At the age of 6, proficiency in derivative words is added to speech skills (clearly understands the difference between “drove”, “drove”, “arrived”, “drove up”, etc.), and statements are a short story.

7 years is the stage of complete mastery of the native language - now it can be studied as a subject, as well as mastering foreign languages.

Is there something wrong?

• everyday vocabulary is reduced, it is difficult to determine which group this or that item belongs to (fruits, vegetables, clothes, etc.);
• difficulties arise with the selection of simple synonyms (dog - dog, cat - pussy, look - look), there is no understanding of antonyms (good - evil);
• the activity of verbal communication is reduced, cannot talk coherently about events;
• After 5 years, the child continues to “burr” and cannot pronounce some sounds.

Physical development

After a year, the child does not grow so quickly. Parents often think that he is developmentally delayed because he is used to seeing noticeable growth from month to month. But everyone has their own individual rhythm; what is of great importance is not weight and height at a certain moment, but changes in indicators over time.

During the second year of life, weight increases by about 2-3 kg, and height by 5-8 cm. At this age, he is still a round, plump baby. These indicators should be checked 2-3 times a year.

New skills

In childhood, the level of development of motor skills is an indicator of the general state of health; the activity of movements is used to judge the development of other aspects of the personality, in particular the psyche.

By the age of 2, a child should be able to:

• go up and down stairs, placing two feet on one step;
• runs, maintaining balance, rarely falls;
• knows how to back away;
• kicks the ball or throws it with his hand, but cannot yet choose the direction to throw;
• jumps off a 30 cm step, squeezing his legs;
• goes up and down on a children's slide;
• jumps in one place.

Coordination of movements

The normal development of motor activity is carried out through the work of the muscular system. The degree of this development largely depends on the parents. However, they forget that good physical data in children is due to physical activity; they must be dexterous, agile, and resilient.

At this age, play exercises with a ball, hoop, and jump rope are used to improve coordination of movements. The rules should be simple and clear. The duration of the lesson is no more than 10 minutes.

Games can be played while walking; walking on curbs, jumping on a trampoline and even swinging on a swing develops balance well.

At home, practicing with a ball is suitable, let the child try to hit a target with it, or give him a lock with a key so that he can try to open it.

Why does a first-grader need a speech therapist: speech disorders and school work

Problems with speech development appear exclusively in childhood, and the last “chance” to encounter them is first grade. During this period, difficulties “preserved” from an early age can manifest themselves as dysgraphia (impaired written language) or dyslexia (impaired reading - the brain cannot transform incomprehensible graphic images into letters and, as a result, read the word correctly).

As a rule, these deviations become obvious by the end of the first grade. If a child has difficulty mastering competent writing and reading, he is inattentive (does not write the endings, starts writing from the second syllable, confuses the letters “d” and “b”, “m” and “n” and others), there is no point in hiring him a tutor. It is very possible that the issue is a speech deviation, which can be corrected with the help of speech therapy sessions.

Article provided by OsteoPolyClinic

Every parent who has a wonderful baby will at some point think about the issue of the child’s proper development. Today, there is a large amount of information on child development both in electronic form and in literature, many channels broadcast programs for young parents. One of the most important elements of a child’s life is speech and its development . When your child begins to make the first sounds, you should constantly maintain a conversation with him. 2-year-old child , as parents, is understandable to you, you still hear incorrect pronunciation and swallowing of letters, and it is in this case that adults need to help the baby, pronounce words and phrases correctly. Under no circumstances should you constantly “babble” with your baby, especially if you want to convey a new word to him or voice the name of an object.

A 2-year-old child already understands voice intonation to some extent; you can show him a toy and voice animals, so the child will not only remember the rough and squeaky voices of animals, but also try to repeat them on his own. At this age, the child understands the meaning of all the words of his parents, but on average pronounces about 200 or 300 words , the baby tries to connect 2-3 words together, for example: “mom has come!”, “the car has moved,” “the apple has fallen.” The speech of a 2-year-old child has the following features: the baby speaks as if in the third person, or calls himself by name. Two-year-old children understand quite well the essence of a short story about some actions, events that happened to him, and answers some questions. The child is able to carry out several instructions and requests from adults, knows how to feel sorry and thank them. Has the ability to complement short and familiar poems or songs. Does a good job of describing a person’s face, picture or other object. The baby is good at assessing himself and his actions. The kid knows perfectly well what to say when meeting and saying goodbye to children and adults.

How to develop the speech of a 2 year old child.

At the age of two, most children are able to express their thoughts; they name the names of objects, states of the world around them, and their own feelings. However, it is during this period that parents must solve one of the main tasks of explaining grammatically correct phrases and replenishing their vocabulary. To develop the speech of a 2-year-old child, useful exercises are used.

1. Firstly, it is necessary to teach the child to perceive himself in the first person, so that he understands that he is “I”, and also remembers such pronouns as “you” and “we”.
2. Secondly, the child must be able to decline verbs correctly. To do this, you can play a game with him, take for example the word “run” and have the baby try to inflect the verbs by person: “I run”, “you run”, “we run”.
3. Many children have problems pronouncing letters such as “m”, “b”, “r”.

The development of speech at the age of 2 is also helped by the joint activities (games) of the child with his parents; you can build a car or a house for your child from a construction set, and it is advisable to describe each of your actions; you can also not waste feeding time, but ask the child questions about what he eats, names of products, taste qualities and more; in the process of dressing, it is also possible to teach the child to call things correctly, by their proper names. We can say that speech can be developed at every opportunity!

Every parent knows that speech development in boys and girls is somewhat different. Girls develop much earlier and their vocabulary expands faster. Boys often express their thoughts in their own language.

What to do if a child at 2 years old does not speak?

First of all, you need to not panic and not create bad thoughts in yourself. If your child is developing physically well and does not suffer from neurological diseases, then you have no reason to worry. If your baby has suffered a serious illness, is developmentally delayed, does not want to repeat words and letters after you, does not comply with your requests and simply ignores them, you should contact a specialist.

Every parent should devote more time to their little man; when going for a walk with the child, you need to tell him about what is happening around him, that the wind is blowing, the sun is shining brightly, it is drizzling, etc. Reading poems and books will only help develop a child’s memory, however, when purchasing literature, you should pay attention to: illustrations, they should be bright, colorful and large, the pages of the book should be dense so that it is convenient for the baby to leaf through them, in general, the content of the book should be age-appropriate child, be interesting to him. There is no need to replace your communication with children by watching cartoons and other programs from TV or computer. If your child spends more than 5 hours a day watching the TV screen, the result is a guaranteed speech delay.

We advise you to write down and record all the achievements of your little miracle, because these are truly miraculous transformations and discoveries, the emergence of which you contributed to and put a lot of effort into. In addition, as an adult, your son or daughter will probably want to remember their childhood years!

Taking into account all our advice, you will raise a literate, smart, intelligent child from a young age. This knowledge and skills that you develop during this period of life will help the child in his future life path, when entering kindergarten or school. So don’t be lazy and pay more attention to your beautiful babies!

One of the main issues that worries parents is determining whether the level of speech development of their baby is normal. The most responsible mothers and fathers turn to qualified specialists, but they never find a definite answer to their pressing question. This is due to the fact that, especially at an early age, when the most intensive development of speech occurs, there may be ambiguous results. In order to be able to control the child’s mastery of pronunciation skills, as well as the understanding of the speech of others addressed to him, one should know the techniques for studying these processes.

A child of the second year of life understands the names of objects

The diagnostic material is usually 3-4 toys that are well known to the child. This could be a car, a ball, a dog, or other objects. Start the diagnosis by placing toys in front of the child. Then ask him, for example, “Where is the ball?” etc. The child must find all the objects by name. After this, you should swap the toys and ask the baby to find them again. The task is successfully completed if the child finds at least three toys. In the same way, you can invite your child to find items of clothing, dishes, fruits, etc. The main condition is that the child is familiar with them.

A child of the second year of life understands the names of actions

For diagnostics, you will need a doll (or other story toys, for example, a chicken, a dog, a cat, etc.), a toy spoon, a plate and a crib. Invite your child to perform the following play actions: “Feed the doll,” “Put the doll in the crib.” A child who understands spoken speech performs functionally correct actions with the offered toys.

Another way to find out how a child understands the names of actions is to carry out feasible tasks in the daily routine. For example, you can offer your child the following instructions: “Show...”, “Take...”, “Find...”.

A child of the second year of life understands the names of features of objects

The stimulus material can be objects that are different in one attribute, but identical in all other characteristics, for example, a red and blue ball, a large and small cube, etc. Place paired toys in front of the baby and invite him to give you a specific object: “Give me the blue ball.” "

Understanding by a child of the second year of life of a simple story based on a plot picture

For diagnosis, you should prepare pictures with simple plots, for example, a girl washes her face, a boy sleeps, etc. These plot pictures (no more than 2-3) should be placed in front of the baby and asked, for example, “Where does the girl wash her face?” A normally developing child points to the desired picture and can accompany his choice with imitative actions and speech manifestations.

Mastery of active speech by a child of the second year of life

To find out how your baby’s active speech is developing, you should communicate and play with him more often. In addition, this process can be studied when the child performs speech understanding tasks.

A 1 year 3 month old baby, in the process of interacting with an adult both in everyday life and during play, usually uses various babbling or lightweight words, for example, “bang”, “give”, “mom”, etc.

A child aged 1 year 6 months actively uses onomatopoeia such as “beep”, “am-am”, “knock-knock”, “mu-mu”, etc.

A baby at 1 year 9 months begins to produce simple two-syllable phrases such as “Mom am-am”, “Aw-aw yum-yum”. Also, full words with a certain sound distortion begin to rapidly appear in the child’s speech, for example, “abaka”, “syabaka”, “bite”, etc.

It should be remembered that the level of speech development of the baby depends on the caring attitude of the parents towards him, which consists not only in ensuring that the child is well-fed and clean, but also can fully satisfy his need for communication and knowledge of the surrounding reality.

After one and a half years, speech activity in children develops in full swing. At 18 months, the vocabulary consists of about 50 active vocabulary items, although some sounds are still difficult to understand. How to diversify the speech of a child aged 1.5 to 2 years. The children's school in Butovo pays great attention to the speech development of children.

How to diversify your baby's speech?

By the age of two, children have many understandable phrases with completed endings.

The phrases become longer, and the essence of the conversation becomes clearer. The child produces the first short sentences, forcing the adult to insert the missing consonants.

The first purring songs appear. Connecting words with actions is the most favorite pastime of early childhood (stretches into your arms if you are tired, “sh-sh-sh” - puts your index finger to your lips, “no-no” shakes your head in protest).

Educational games and exercises

A game is a means of education and training that helps to express one’s desires, emotions, and feelings. What matters is not how much time is given to the child, but the quality of the hours spent together.

A wonderful world opens up for the baby to explore. Increased physical activity helps him get where he wants to go. The task of parents is to direct energy in the right direction, to organize leisure time so that the child does not just play, but develops in different directions.

Exercises for physical development

A healthy child does not need to be forced to do physical education; he himself needs movement and willingly performs exercises. Training should take place in the form of a game, preferably in the first half of the day.

Regular exercise helps strengthen the muscular system, the proper formation of the musculoskeletal system, and improves immunity.

Along the path

Place two boards 20-25 cm wide or sheets of paper on the floor. The child should walk along them with a straight back, balancing freely with his arms. If he already succeeds in everything, he does not lose his balance, you can complicate the task: while passing, say “here is a puddle, you need to step over it,” etc.

Show me how

Children are asked to point out different animals. Try to choose animals with distinctive habits. The child depicts them using gestures, facial expressions, and movements.

During the game, imagination, mental activity, coordination of movements develop, and muscles are trained.

Ball games

With the help of ball activities, children learn to hold and catch round objects, develop dexterity, and promote spatial orientation.

You can make an improvised goal from cubes into which you need to roll the ball. Then move on to learning how to catch a projectile on the fly; at first it is better to use balloons for this purpose.

Development of fine motor skills

Fine motor skills classes are not just about teaching a child to control his fingers, but also about stimulating speech development. In the cerebral cortex there are zones responsible for articulation and finger movements; when one zone is stimulated, another is automatically developed.

Exercises

1. "Fishing". Pour water into a small basin or bowl, put several objects there: balls, large beads. Have your child use a net or sieve to catch objects, using each hand in turn.
2. "Ball". Give your child a piece of paper and ask him to form it into a tight ball.
3. "Sticks." Place the counting sticks on the table, the child must put them back into the box one at a time, using the index finger and thumb.
4. "Who is faster". Move your index and middle fingers straight along the edge of the table, racing.
5. "Palms." Palm on the table, count one, fingers apart, two fingers together.
6. "Barrel". Bend the fingers of each hand into a fist, leaving a hole on top.

Creation

Drawing, modeling, working with different types of cereals - all this is perfect for developing fine motor skills. Creative activities shape imagination, strengthen fingers, and develop manual dexterity.

Coloring large pictures is an interesting and exciting activity; you need to make sure that the child colors without going beyond the lines.

When sculpting from plasticine or dough, come up with interesting shapes so that you can use different methods: rolling, rolling, flattening.

Various types of cereals can be used as applications. Draw a simple picture on a sheet of paper - a house, a tree. Pour glue onto the image, let the child cover each fragment of the picture with a separate grain: the roof of the house with buckwheat, the facade with millet, etc.

Developing hearing

Speech is directly related to hearing. Auditory perception must be developed in two directions: ordinary and speech sounds. During training, it is necessary to follow a sequence, first study the sounds of nature and animals: the rustling of leaves, the sound of the sea, the meowing of a cat. Then there are traffic noises: the squeaking of brakes, the flight of an airplane, and only then the sounds of musical instruments.

Singing and dancing

Many children love to listen to their parents sing and imitate them. They quickly recognize and remember a familiar little rhyme or nursery rhyme. Practice singing together.

Play different music for your baby more often and dance together. Show how to move to a fast melody, as well as to a slow one.

Musical riddles

Take a glass jar, several items: a spoon, a pencil, a plastic straw. Tap them on the can one by one, the child should remember the sound. Then have him turn away and guess by the sound what object you are knocking with.

Stand behind the baby, on a certain side. Ring the bell. Let him guess from which direction the sound is coming.

Music

Even babies are interested in music. They like melodies most of all, the themes of which are repeated at short intervals. Preference is given to a simple, memorable rhythm. For a two-year-old child, the ideal instrument would be a xylophone or a baby grand piano with several keys.

Developing speech

Around the age of two, children develop correct speech and begin to express thoughts. Parents should promote the development of speech skills:

• Give the opportunity to speak. Do not interrupt the baby when he is telling something, it is already very difficult for him to formulate thoughts, wait for a pause, do not rush him.
• Speak correctly, then the child will initially use words without distorting them.
• Expand your vocabulary while playing. You can describe the toy. Let the child give the object characteristics, help him, suggest new words.
• Read different books. Reading aloud perfectly develops speech skills; try to use a variety of literature: poems, fairy tales, stories.
• Don't demand the impossible. At 2 years old, a child cannot clearly speak all words; individual sounds are established late, for example, the sound “r” may appear by the age of 6 years. And some manage to master it by the end of the first grade.
• Communicate every minute, while walking, discuss everything that is happening around, ask leading questions.

Articulation gymnastics

All exercises for the development of articulatory muscles are first shown by parents several times in front of the mirror, then asked to be repeated with them at the same time. Classes are held daily for 10-15 minutes.

1. Open your mouth slightly, stick out your tongue, and lightly bite it with your teeth.
2. Ask your child to smile widely, then kiss you, stretching out his lips.
3. Draw a pendulum on a clock with your tongue: touch one corner of your lips, then the other.
4. Puff out your cheeks and blow them out sharply.
5. Picture the cat lapping up the milk. As you retract your tongue, curl it as if you were grasping milk.

Methods of speech development

Joint review and discussion of books with bright illustrations.

A good start for creating associations of words and objects. Books become more complex as interest in them increases. For starters, publications with hard pages and large pictures are suitable, for older children - thin sheets and small images. The main task is to ask the question: “Where is the blue tractor hiding?”, “What is this?”, “Let’s find a butterfly?” etc.

Vocabulary and its use in speech.

For example, if a baby asks the question “What is this?” and points to a bird, the following answer is possible: “This is a dove - it flies in the sky.” The parent not only answered the question, but also supplemented the term with an expanded association.

Speech games and songs with movements.

Learning by playing, using your own body parts, while humming a melody - this is what a child needs to replenish his active vocabulary. Suitable rhyming games are “How many fingers?”, “Magpie-Crow”, finger games “Knock on the window”, “I want to build a house”, songs with movements “Teddy Bear”, “We are stomping with our feet”, “Hen and Chicks” etc

Explanation of your actions.

“Let’s wash your face!”, “Put your hand into your jacket!”, “Let’s go outside!”, “We need to collect the toys!”

Conversation in the form of a question.

Children enjoy listening to and repeating the intonation of interrogative sentences. The question implies an answer, and the little person tries to answer or intuitively make the right move that the adult will approve.

The conversation with the baby should be simple and straightforward.

A young student may become confused and lose the meaning of requests or questions. You should speak slowly and simply, not forgetting pauses, allowing the baby to think about what was said.

There is no need to constantly correct the baby’s speech.

Up to 2 years old, children can babble without saying a word and experiment with sounds. This is explained by the fact that they simply accumulate vocabulary, and at one point they will begin to reproduce it. Persistent parents, wanting to speed up the process, often repeat certain phrases so that the child can imitate them.

Speech development at the age of 1.5 to 2 years is an important factor in personality development. Try to diversify your baby's speech as much as possible. The ability to express your thoughts activates brain activity.

The little youth is in command

In fact, he tests new words such as “Come here”, “Bring a bunny”, while experiencing the reaction of adults. The baby begins to understand words that can move people. He likes it, now he began to cry and whine less, his parents began to understand him more. The child is now free to ask for something to be passed to him at the table or to head towards the refrigerator if he is not full.

The more the baby experiences pleasure from communication, the faster and more correctly he will learn to speak.

At the nursery in Northern Butovo, children are taught communication skills through joint communication with parents and peers. You can sign up for classes directly on our website. You can bring your child to the group from the age of one.

Your child has already passed the age mark of 1.5 years and has become more independent. He can walk, run, dance, tries to eat himself and, most likely, is already saying something.

In this regard, many mothers have questions: “What should a child say at 1.5 years old?”, “Is my baby falling behind the norm?” and “How can I help my son/daughter speak faster?” I will answer all these questions in this article.

Grammar

If your son or daughter has already come to the point that they are able to compose and speak in sentences, then they are mostly simple declarative or exclamatory. Usually words are coordinated in sentences by number and gender. However, there may be errors in case endings.

Coming up with complex sentences is still a difficult task for a two-year-old child. But mom and dad should use them in communication with the child. After all, the baby still repeats after you. For example, “First we’ll eat, and then we’ll go for a walk.”

As for interrogative sentences, kids try to convey the question with intonation, rather than with interrogative words. It's easier for them. Although they already understand them. To practice questions, you can offer your child the following exercises: “Ask dad where the cat is?” Ask grandpa when are we going to play?” etc.

What should a 1.5 year old child say?

So, at 1.5 years old, the child already pronounces almost all vowel sounds and some “light” consonants. Consonant sounds are not always pronounced clearly and distinctly. In some words he softens the consonants. For example, instead of “give” he says “dyay”, instead of “na” he says “nya”. Children aged 1.5-2 years often say abbreviated versions of them instead of full words (doll - ku, sleep - pa) or onomatopoeia (dog - woof-woof, cat - meow, and so on). It is worth noting that the same syllable can mean several words, depending on the situation (for example, “pa” is sleep, drink, tomato, and so on). This is normal; over time, such shortened words will be replaced by full ones if you unobtrusively correct the child (For example, “woof-woof” - Yes, the dog ran, the dog says “woof-woof!”)

In some words, the child may skip syllables or replace sounds (car - “maina”, dog - “baka”). Intonations are already appearing in the baby’s speech. He may say something with great enthusiasm or as if he is asking you something. During this period, it is very fun to talk with children, but it is still better not to repeat the wrong words after the child. Because what’s the point of learning to speak correctly if your mother already understands you and speaks “your” language? (but do not use the “misunderstanding” technique to stimulate the child’s active speech - it is better to create situations that will encourage the child to address you with speech; see how to do this at the end of the article).

From about 1.5 years old, children begin to connect words into phrases and sentences. The beginning of phrasal speech is a characteristic feature of this period. The child can say “Dai ku” (“give me a doll”) or “Lala pa” (“the baby is sleeping”), and run errands (turn off the light, bring a toy).

Also, from this period, the baby begins to comprehend the grammar of his native language - for example, he begins to change words in accordance with the sentence (“uitsa” - street, “posi na uitsa” - let’s go to the street).

Child's health: rules of games near the water

If your baby likes to play in or near water, you need to watch him especially carefully. Here are some safety rules:

• If children are playing in the water, there must be an adult nearby.

  It doesn’t matter whether the baby is learning to swim, just splashing around in the pool or even in the bathtub, one of the adults must look after him if you are not around.

• Keep your eyes on the child.

  Even if there are rescuers nearby, look only at the baby, do not be distracted by a book or phone.

• Get into the water with your baby.

  Don't send your child to splash or learn to swim alone. Get into the water with him and stay close, at arm's length.

• If you cannot look after your child, entrust it to someone reliable.

  But under no circumstances should you entrust the baby's care to another child, even an older one.

• Put your child on a life jacket.

  If you and your baby are boating on a lake, sea or river, or if you are simply near open water, be sure to wear a life jacket that fits your child.

• If you have a pool, install a fence around it. The door leading to the pool must be closed.

  If the baby is unattended, you need to exclude any possibility that he will be near the pool.

• Drain the splash pool after each use.

  Many kids love to splash around in the paddling pool. However, it is necessary to drain the water from it after bathing.

Speech development of children 1.5 - 2 years old (normal)

As for the norms of speech development for children 1.5-2 years old, the indicators are approximately the following:

1.5 years - the child speaks 15-20 words (including shortened and onomatopoeic words), phrasal speech begins.

2 years – the child speaks from 40 to 300 words, constructs phrases and sentences from 3-4 words

I would like to note that all children develop differently. By the age of 2, some are already constructing sentences with all their might and talking with adults, while some at 2 years only utter phrases and a few words that are understandable to their mother.

In order to determine which aspects of speech development are worth paying attention to , observe the child and answer the questions:

1. Does the child answer simple questions (What is this? Who is this?).
2. Can he carry out an assignment (bring a book, turn off the light).
3. Does he repeat words and phrases after adults?
4. How many and what sounds does the child pronounce clearly?
5. How many words does the baby use to build a sentence?
6. How often does a child independently start conversations with adults and other children?

Whatever stage of development the child is at, our task as parents is to help the child master and enrich active speech. And to help unobtrusively, harmoniously - in a word, by playing.