This document discusses supporting language development in infants and toddlers. It explains that speech refers to articulation, fluency, and voice quality, while language is a symbolic, rule-governed system used for communication. It provides tips for supporting language skills from ages 0-12 months and 12-24 months, such as reading together, talking about daily activities, singing songs, and taking turns in conversations. The document also lists 12 ways parents can help language development, such as labeling objects, using gestures, asking open-ended questions, and making personalized books.

1. PSYCHOLINGUISTICS
SCLE5223
Prepared For:
Dr. MANVENDER KAUR a/p Sarjit Singh
Prepared By:
Moustafa Mohammad Shalabi
817137
UNIVERSITI UTARA MALAYSIA
SCHOOL OF EDUCATION AND MODERN LANGUAGES
MASTER IN APPLIED LINGUISTICS
HOW TO HELP YOUR CHILD TALK

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What is Speech?
These little ones may not have a lot of speech yet, but
they probably understand quite a bit of language

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Speech refers to Articulation/phonological skills,
speech fluency and voice. We are looking at a child’s ability
to:
1. Physically produce the individual sounds and sound
patterns of his/her language (Articulation).
2. Produce speech with appropriate rhythm, and free of
Stuttering behavior.
3. Produce speech with an appropriate vocal quality for
his/her age and sex.

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What is Language?
Language is a symbolic, rule governed
system used to convey a message.
In English, the symbols can be words,
either spoken or written
Gestural symbols
“I don’t know”
“Bye Bye”
“Showing surprise”

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Supporting your baby’s growing language and
literacy skills from 0 -12 Months
 Babies come into the world filled with curiosity
about the people, objects, and places they
encounter. Daily routines offer babies rich
opportunities to have fun, parents should
connect and bond with loved ones, and figure
out how the world works.
 Learning skills start through everyday moments between
babies and their parents . Reading together, and
watching your baby to learn how He /She communicates
through sounds, facial expressions, and gestures, give
him/her a foundation in literacy and language skills.

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 Self-confidence grows as babies feel loved and
nurtured by the parents who care for them.
They begin developing self-control when you
soothe them after an upset.
 If your baby is interested and involved in an
activity-and having fun -he /she is learning!
It isn’t necessary to “teach” very young
children.

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Supporting your baby’s growing language and
literacy skills from 12 -24 Months
 Young toddlers are little scientists. They are
eager to figure out how everything works.
children really begin to venture out into the
world to explore, discover, and learn.
 (In fact, “No!” becomes a favorite word and a powerful way to
assert their independence.)
Toddlers are becoming more and more
effective at communicating.
 By the end of 2nd year, they will even be making simple
sentences, like “more milk” or “want that”.

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Supporting your baby’s growing language and
literacy skills from 12 -24 Months
 Reading together is one important way you can
help your toddler make the transition from baby to big kid.
 Language development also soars at this age, as children are
using words to express their thoughts and feelings.
 In the third year, you will continue to see a big jump in your
child’s thinking skills.
 He /She will start to appreciate humor and jokes. He/She will
show her creativity and her problem-solving skills as He/She
plays and interacts with you

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12 Ways to Support Language Development
for Infants and Toddlers Julia Luckenbil
When you talk to your child, you
support his / her language
development.
Think about what you are saying from
your infant or toddler’s point of view.
If he / she could talk, she might ask
you...

12. While you are telling me,
look at it and point to it too.
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1. When I point to
something, tell me what it is.

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2. Use a gesture along with the word
you say, so that I can say it too.
If you tell me it is time to eat,
tap your lips. I can imitate
the gesture and tell you when
I'm hungry.

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3.Talk to me about what you
are doing. Tell me what will
happen next, so I will know
what to expect?
4.Talk to me about what I am
doing. Using words to describe
my actions and feelings helps
me learn those words too.

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5. Take turns chatting back and forth with
me. Listen to what I am saying –then
imitate my coos or babbles.
If I’m older, you can reply to my questions
and ask your own.
6. Model bigger and better sentences.
If I say, “Two cat,” you can say, “You
have two cats on your shirt!” I learn
a lot from you.
I like open-ended questions that don’t have right or wrong answers.

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7. Sing with me. It’s easier to learn
words in songs. I can learn about rhymes,
the ABC song, the colors of my clothing,
and the names of my friends.
8. Take me to the library. Read me a book, let
me decide how you do it and when we are done.
Let me mouth board books, handle them and
decide which to explore. Check out the thrift
store and buy me a few board books (wipe them
with a damp cloth). At home, attach felt tabs to
them, and I will be able to turn the pages more
easily, all by myself.

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9. Make books about me. When I see
myself in a book, I will learn that books
can be about things in my life.
10. Show me the words on things. When
you point out words in books and on
containers, I begin to understand how
printed and spoken words are connected.

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11. Be playful while I learn: I like to ask
you what shape the cookie cutter
alphabet has made. You can say, "You
made the letter L," or ask, "I wonder
what letter you made?" It’s less fun to
be asked, “What’s this?”
12. Give me time to learn and explore.
There’s no rush to learn the names of
colors, letters, and things. I will learn
them in my own time.

19. 15 month old baby girl answers Mama's questions
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20. Thank You!

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REFERENCES & bibliography
 Nemeth, K. N., & Erdosi, V. (2012). Developmentally Appropriate Practice for Infants
and Toddlers. Young Children, 49.
 Hyson, M., & Taylor, J. L. (2011). Caring about Caring: What Adults Can Do to
Promote. Young Children, 75.
 Luckenbill, J., & Schallock, L. (2015). Designing and Using a Developmentally
Appropriate Block Area for Infants and Toddlers. YC Young Children, 70(1), 8.Chicago
 (http://main.zerotothree.org)
 (http://families.naeyc.org/blog)
 (http://mtbt.fpg.unc.edu)
 (http://www.asha.org)
 (http://www.playingwithwords365.com)
 (http://www.education.com)
 (http://slhs.arizona.edu)