Adults can use child-directed speech when talking to babies to help them develop their communication skills.

You may have already heard terms such as “baby-talk”, “motherese”, or “parentese” to describe the way an adult talks to babies. This type of speech helps babies pay attention to our voice so they can better notice the sounds and words we produce. This is important because when babies hear sounds and words repeatedly, they become better prepared to understand and say their first words (which is typically at around their first birthday).

HOW TO USE CHILD-DIRECTED SPEECH:

1. Use simple and grammatical language. It can be one word (e.g. “Up!), a few words “Going up!”, or full sentences (“We’re going up!”)

• How can you tell if it is grammatical? Ask yourself, “Would I say this to an adult?” or “Does this sound funny?”. For example, “Baby want ball” is not grammatical and “Baby wants the ball” is grammatical).

3. Use a “sing-songy” voice while talking. Using a melodic voice sounds as if you are singing while talking!

4. Use a higher pitch. Babies pay more attention to what we say when we speak in a slightly higher pitch!

5. Slow down speech and pause more often. This helps babies hear the sounds and the words in our language!

6. Emphasize key words (e.g. “There’s your BELLY!). Usually, this is the last word in a sentence!

As babies listen to adults speak to them, they may begin making sounds, gestures, or facial expressions in response. When this happens, copying what they do/say or having a "conversation" with them will encourage them to continue communicating!

You,Me and Mother Goose-Spring 2019 at Esgenoopititj Head Start concluded On June 13, 2019. Each of the children will recieve certificates of participation and the one mom who attended faithfully each week will recieve a special certificate of appreciation for her efforts.

Head Start in Esgenoopititj has been a long time partner with Talk With Me and especially  of the You, Me and Mother Goose program. The staff have certainly developed an appreciation of the value of ryhme, song and story. They use the   same to motivate  the  children, encourage their development and cement the bond between caregiver and child. For example the  Mother Goose standard, Tiny Tim the Turtle, is now included as part of the classroom routine alongside songs like Clean Up, Clean Up to remind children that the day is ready to begin and that toys have to be cleared away. Down on the Corner, a newer song for the group, is becoming a favorite way to introduce the names of children during circle time. Children love to hear their name especially when it is part of a song or rhyme!

Mother Goose at Esgenoopititj is also a unique learning opportunity for me, the facilitator, as I have the opportunity to hear some of the words to our songs and rhymes expressed in Micmac language. Granted not all translate very easily but the children and teachers teach me a word or two  as we progress through the program. For example, "muin" the MicMac word for "bear" came up during past sessions and again during this session as we  learned the song Grr, Grr Went the Little Brown Bear and Two Little Black Bears.

While the children appear to enjoy most of the songs and rhymes their favourites continue to be the action ryhmes which include lap songs and bouncy rhymes, e.g. Popcorn,Popcorn and Smooth Road; These, I think, are the kind of rhymes that really help encourage the bond between child and caregiver because there is respectful touch, shared laughter, smiles, lots of eye contact and simple fun.

Please find the following words to one of Head Start's favorite rhymes. Just a cautionary note, the heavier the child the more your thighs are going to ache!

With your little one on your knee, your legs stretched out in front...Popcorn,Popcorn sizzling in the pan, Shake it up, shake it up! Bam,bam,bam. Popcorn,popcorn its getting really hot! Popcorn,Popcorn, POP! POP! POP!

Preschool Speech and Language True & False Quiz

To end off “May is Better Speech & Hearing Month”, check out our Preschool Speech & Language Quiz and learn more about a child’s communication development.  Contact Talk With Me at 1-888-623-6363 for more information.

1.   Approximately 1 in 10 Canadians have a speech, language or hearing problem.                      

TRUE:  For example, 10% of the general population, 20% of those over 65 and 40% of those over 75 have a significant hearing problem www.caslpa.ca  

2.   The number of cases of ear infections is highest in children from 6 to 12 months.  

    TRUE:  Studies have shown that 80% of infants have had at least one ear infection by 12 months of  age. www.msha.ca 

3.  25 – 50% of ear infections with fluid in the middle ear are “silent” meaning there are no symptoms that tell you your child has an ear infection. 

TRUE:  There are “acute” ear infections that can be painful; then there are ear infections with fluid in the middle ear that we may not know about.  This type of ear infection is usually associated with a thick fluid in the middle ear that affects the way we hear sound.  During this time, a mild hearing loss can occur – and one study found that 60% of the time, parents are unaware of a hearing problem in a child with an ear infection.  Watch for signs such as a child who is inattentive, pulls or scratches at their ears, is irritable or listless.  www.nlaslpa.ca

4.  Noisy toys such as talking phones, toy radios and squeaky toys can cause hearing loss.                         

TRUE:  Literature recommends a safe noise level of 70 dB.  Some squeaky toys have been measured at over 100 dB and young children often play with them right at their ear.  Cap guns and firecrackers have been measured at over 150 dB and can cause instant and permanent hearing loss.  www.msha.ca  

5.  An estimated 10% of preschoolers stutter.                                                

FALSE:  Approximately 4% of preschool age children stutter. Children will often go through a period of normal dysfluency where they sound like they are stuttering. If you have concerns, please talk to a speech-language pathologist who can help you determine when the dyfluencies are “normal” and when they could be the start of a more serious problem.  www.caslpa.ca 

6.  A good way to help a child who is stuttering is to tell them to slow down and think before they talk.

FALSE:  Telling a child to “slow down” or “think” before they talk makes them feel like they are doing something “wrong” and can actually lead to more serious stuttering. A better technique is to give the child lots of time to get the words out and to respond to WHAT they are saying, not HOW they are saying it.  www.caslpa.ca              

7.  Often children say their first word by their first birthday. 

TRUE:  However, children’s language develops at different rates.  For some strategies & activities that help “start” the words coming, contact the “Talk with Me” 1-888-623-6363  (Hanen Early Language program, www.hanen.org) 

8.  It is common for children to only have a few words by 2 years of age.    

FALSE: For the “average” child, we would expect to hear:

·         From 25 – 200 words by 18 months and some two word phrases

·         From 100 – 475 words by 24 months 

(from the MacArthur Communicative Development Inventories)

Consider contacting a speech-language pathologist if you are hearing:

·         Fewer than 18 words by 18 months

·         Fewer than 100 words and/or no two word combinations by 24 months.

     (A. Wetherby, 2000; P. Hadley, Hanen Early Language Program, 2004)

9.  75% of children who are delayed talkers (good understanding but not saying many words yet) will grow out of it by the time they start school.  

TRUE:  However, this means that 25% of children will not grow out of it. If you have concerns your child is delayed, don’t let them be that 1 in 4 who are still delayed by the time they reach school; contact a speech and language pathologist to discuss your child’s speech and language development.  It’s never too early to start.  (Agin, Geng & Nicholl, 2003)

10.  It is okay for people to not understand your preschooler’s speech.                                

FALSE:  Generally, people not as familiar with your child’s speech should be able to:

• Understand at least 50% of what a 2 year old says
• Understand at least 75% of what a 3 year old says
• Understand at least 90-95% of what a 4 year old says
• Understand 100% of what a 5 year old says 

Call “Talk With Me” to talk with one of our Speech-Language Pathologists

if you have questions or concerns about your child’s speech or language development.  

Don’t Wait & See, Call “Talk With Me” – 1-888-623-6363.