If your baby has a language delay and happens to be around 3 years old, then the following training methods will help your child a lot. We teach you hand in hand, polish the details and take the child to improve.
If we want to improve the pre-efficiency, we must first ensure that we do not deviate from the direction, so parents should keep in mind two key principles:
1. Determine the content first, and then find a method.
What is taught is more important than how it is taught! Children can only speak 5 words, are 2 years behind in cognition, and can't even respond to calls, so we don't need to do those complicated trainings. Start honestly from the basics, for example: teach children two-word expressions such as "take + noun", children can't do it themselves, but they can gradually master it with the assistance of their mothers. This is what we should be teaching at the moment, and then we will match the appropriate teaching methods around the teaching content.
2. Practical application of training content:
"I can't use it" is one of the problems that parents often encounter, indicating that children's training is disjointed and has not been tested practically. From the first pronunciation, it is necessary to shape the child's behavior habits of using language, so that he can say what he sees and say, and when the child can use everything in daily life, such as taking the initiative to say "I want to eat apples", this is a sign of successful intervention.
1. Provide more materials. Teach children to learn the sentence "eat + noun", be sure to provide more materials, eat biscuits, eat bread, eat strawberries...
2. Provide more scenarios. Be sure to go out of the house, provide more scenes, train in different environments, and let your child learn faster, such as parks, playgrounds, and restaurants, and let your child touch at least 2-3 different places every day.
3. Less material rewards, more spiritual encouragement. Reinforcement encouragement is an intervention technique that is often used, and our experience is that spiritual encouragement can drive children's willingness to learn actively, and from the perspective of learning, consolidation, and application, spiritual encouragement has a better effect.
1. Attention and tracking training: stimulate children's hearing through sound, and guide children to pay attention to objects with the help of touch, and encourage them to track moving objects. Often, children are more interested in toys that can both move and make sounds (e.g., movable balls, miniature toy cars).
2. Continuous memory training: let the child observe the objects in front of him, and then cover them with a cloth or hide them in the box. Although the item is not visible, the child needs to understand that the item still exists. In the beginning, you can use items that interest your child, such as food, for training.
3. Training to improve communication motivation: For children who do not pay much attention to people or objects and are not familiar with the operation of objects, parents can choose some physical contact games, such as hugging, tickling, lifting high, turning in circles, chasing, swinging, etc. These games can enhance the child's attention to people, do not need to be carried out for a long time, and can be continued when the child shows the behavior of wanting to continue playing, which helps to strengthen the communication with the child.
5. Manipulative training of things: teach children how to manipulate objects to cause change. From simple actions such as touching, grasping, shaking, and tapping, to complex operations such as striking one object with another (such as hitting a drum), and taking and putting objects in and out. Many children may have difficulty responding properly, and parents can help them at an early stage by gradually guiding them through the use of things, such as wearing hats and shoes.
1. Matching and selection training: suitable for children who are already able to perform operations that are suitable for the purpose of things, such as putting a water bottle to their mouth, putting a hat on their head, etc.
2. Expand the scope of operation: Parents should continue to increase the types and quantities of daily necessities (such as shoes, hats, toothbrushes, cups, clothes, school bags, pens, keys, etc.) and toys (such as horns, drums, etc.), and expand training locations (such as public places, kindergartens, etc.).
3. Discriminative learning of multiple things (from matching to selection): Initially start with a single operation training and gradually transition to the training of function matching. For example, practice the action of placing a ring and a ball into a container first; Then show the child the cups and the throwing columns; Then give the child the ball to match the cup and the child ring to match the throwing column.
4. Select training. For example, make sure your child can match a cup with a ball and a ring with a ring to throw a post. Then place the ball and ring in front of your child, give him a cup, and let him choose one of the balls and rings to operate, and see if he will pick up the ball and put it in the cup instead of choosing the ring.
In the next chapter, we'll talk about gestures and language communication, as well as how to learn vocabulary.
Is it okay for a child with language delay? Focus on three conditions.