How to enhance and enrich the speech of young children

Enhance and enrich the speech of young children

Since the birth of the infant, he has begun to receive an ambush through which he learns his world.

Their immediate environment, that is, their family, can contribute and support all areas of the child’s development. In terms of linguistic development, it is noteworthy that within a short period of six years, children acquire the basic texts of their mother tongue. In this small but critical period, children will understand and use the language correctly, after a remarkable and remarkable development of speech and sp

Can we influence children’s language development?

It is known that the first years of a child’s development are the most important for the development of the brain. The neurons of the child’s brain respond to environmental stimuli and thus develop a dense network of dendrites, which form interconnections. Although we know that genetic differences (genes) affect the development of each child, recent research is reinforcing the fact that children’s development is directly affected by the environment, experiences and stimuli they receive.Early stimulation contributes to greater and richer development of the child’s brain. Thus, parents can make a significant contribution to the language development of their children, providing them with a fertile environment and conditions that children will in turn use to maximize their abilities.

How important is the language development of children for their later school success?

Children’s language development is one of the most important criteria for children’s school readiness. In particular, the size of children’s expressive and perceptual vocabulary is a predictor of children’s school success. Children with language difficulties in early childhood are more likely to experience learning difficulties in elementary school.

How do parents enhance and enrich oral speech at younger ages?

Learning is a continuous process, which must be supported by parents and the immediate environment through daily activities and transactions.


The child develops his or her language skills gradually, following an evolutionary path. Given this evolution, we can enhance and promote their language skills depending on the age or language stage they are in. The following are some of the general principles for enhancing children’s language skills:

  • We provide good language models: we use simple sentences for young children (under three years old) but always with good word productions. We do not use “babyish” words.
  • We say we see around us: especially up to the age of three when the child is rapidly increasing his vocabulary
  • We build on children’s suggestions: from the age of 2 when the child begins to put two words together, even to the age of 5. We can enhance children’s production of phrases or sentences by ‘building’ on sentences they already use by adding 1-3 words to the existing sentence. B.C. when the three-year-old says ‘play with the bike’, the adult repeats and adds ‘play with the bike in the yard.’ proposal based on their own language level.
    • We discuss the things we do together: as we play, as we do homework, as we visit a friend or place, we comment on the activity to give immediate language models and information to the child. How do parents enrich children’s vocabulary? There is a perception that children cannot say the ‘difficult’ words, so it is unnecessary for an adult to use them. Importantly, it is not the way a child produces the word (if all sounds are correct) but the understanding of it (perceptual vocabulary) and then the correct use of the word in the sentence. To promote vocabulary enrichment we can:
  • We use less common words to describe things eg. ‘Food is delicious’ versus ‘food is good’
  • Explain the meaning of new words, give synonyms, but mainly associate them with information that children already know. Linking new words to concepts they know helps children use them more quickly. B.C. “The baby was terrified as soon as the dog heard”. “Terrified means scared too.” “Do you remember how terrified you were when you heard the alarm sounding loud?”
  • We often use new words in various sentences: in this way we want to give children an opportunity to understand how the word or word family is used, eg “the temperature is high today”, “I wonder what temperature we will have today”, “Look at the thermometer on the terrace to see the current temperature.”





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