Promoting Language Development in Toddlers

Promoting language development in toddlers can be broken down into 3 easy to remember pointers: Listen, show them you are listening and enrich the conversation.

Listen

• We discussed in an earlier post the importance of taking time to OWL (observe, wait, and listen) to your child. When we take time to observe our child and listen to what they are trying to communicate by watching their facial expressions, body language, focus of attention, tone of voice, and words (if they are currently using them) we will have a better understanding of how our child is feeling and what they are trying to tell us. While it may take some initial practice to develop the patience to truly observe, wait and truly listen, this skill will come in handy later- we promise. Misbehavior is a child trying to get their needs met in an inappropriate way. Helping meet the need that is being "miscommunicated" takes the same skill...observing your child before, during and after the misbehavior and taking your best guess based upon your observations about what they are trying to tell you they need. So start now, Observe Wait Listen.  
• Observing, waiting and listening doesn't mean we don't respond. We OWL and then we respond- when it's our turn. The difference is that after we OWL our response is focused on our child's current interest and experience and with the insight we gain, our responses will be more meaningful and enriching than a quick generic quip.
• Try not to anticipate your child's needs. This doesn't mean you won't meet their needs in timely fashion, just that you will give them the opportunity to make the request so they can strengthen their communication skills and their ability to get their needs met- another way to reduce misbehavior in the long run. Children who have the skills to appropriately communicate their needs are less likely to use misbehavior. 
• Include your child in your conversation with others if they are in the room and if it is appropriate, and especially if you are talking about your child. Also be sure to use respectful behavior with them as you would anyone else, allowing them to finish what they are saying, even if it takes them awhile to find the correct gestures or words.

Show them you are listening

• Position yourself so you are face to face with your child. Get down on their level by laying down or kneeling if you are able.
• Take turns communicating. Rich conversations involve a good back and forth between both parties where both sides feel truly drawn to the exchange of ideas. 
• Ask questions, but be strategic. You don't want to bombard them with questions quizzing, "What's this?""What's that?" The goal of asking the question should be to keep your child in the conversation. Some great questions begin with: What would happen if? Where is?, How can we? Do you want? Did you? 
• Allow your child to take the lead in play or reading. This gives your child the opportunity to make safe choices for herself. Let her choose which toy to play with, which book to read, where to set up the cars, what to build with the blocks.... Children need practice making 'safe' decisions with success to allow them to develop feelings of competence. Giving your child the lead in reading might feel unnatural for some parents. If your child doesn't want to read the book from front to back, word for word- it's okay. Let your child turn the pages and take turns talking about the pictures on the pages or reading words on the pages if that is their desire. This allows your child to feel accepted and important and keep reading enjoyable for them. 

Enrich the conversation

In 1995 Betty Hart Ph.D. and Todd R. Risley Ph.D. published their research on language development in a book entitled  "Meaningful Differences in the Everyday Experience of Young American Children" Their research showed that the rate of vocabulary growth is strongly influenced by how much their parents talk to them. So the more words your children hear from your mouth throughout the day the faster they will acquire vocabulary. 

So after OWLing and waiting for your turn to communicate, enrich the conversation. 

• Children learn language through repetition. This is why singing the same songs, telling the same stories and reading the same books over and over are so valuable for children. You can even extend repetition to routines. For example, when dressing, repeating the word "on". Diaper "on", shirt "on", pants "on", socks "on", shoes "on".
• Emphasize a word by adding verbal emphasis and facial expression. In the above example you would be sure to excitedly enunciate the word "on". 
• Emphasize key words in the conversation by using gestures or signs. Gesturing or signing provides another facet of communication, benefiting both parent and child. Children are better able to cue in to certain words when parents sign because it adds a visual aspect to communication. Signs or gestures are another tool children can use to communicate before and even after they can use verbal words. Check out all the benefits of  signing with young children in this great post. 
• Be descriptive. Observe and describe the environment or current setting using plenty of adjectives. 
• Extend the conversation by expanding upon what your child has said. If your child says "Car", when it's your turn you might add, "Yes it's a shiny, blue car". 
• Provide your child plenty of new experiences. New experiences allow your child to naturally be exposed to new vocabulary and in context with the environment the words fit with. New experiences are also naturally exciting, holding a child's interest and attention and they don't have to cost money. They can be walks in a new area or visiting the park when there is a special event (baseball, soccer, etc.). Arts and crafts activities, in addition to creative expression, sensory opportunities, fine motor practice and cognitive benefits allow opportunities for new vocabulary exposure.
• Sing with your child. Songs we sing acapella are at a slower pace that the songs children may be exposed to on the radio or television. The slower rate that natural singing provide allows children to better process, hear, learn and repeat the words in the songs. 
• When reading the same books, telling the same story or singing the same song pause for a moment before saying a strategic word and give your child time to fill the quiet space with the anticipated word.
• Although it may seem early to begin talking about the past and the present, start introducing the concepts by retelling or reviewing a shared experience that happened recently (like the past hour to the past half of the day). Sharing events of the recent past together will be a valuable skill during your child's preschool-high school years. You will both be in the habit of sharing with each other the happenings of your day creating a strong, social emotional connection. Also, begin talking about the next event that will happen. This not only adds language and a connection, it also provides your child feelings of security during the transitions of the day. 
• Talk about feelings. Give your a child the social emotional vocabulary they need by naming the feeling after you have listened and observed. Share with your child how you are feeling and what you are going to do about it. Naming a feeling improves your child's social emotional vocabulary and therefore their ability to share how they are feeling.  

Our resource library had a great resources on promoting language development including the Hanen Program's, "It Takes Two to Talk" book and DVD. Come by and check it out!