“Baby to 2 years old still ‘Chrysostom difficult to open'”, “I dreamed of several times baby talk”, “can only use your language late to comfort themselves “…… Whenever it comes to the problem of slow speech of children, many parents are really annoyed. How to make your child speak fluently early? It’s okay to speak less before two years old Language development varies greatly from individual to individual due to biological factors and environmental influences. Director Ren stressed that it is not important how many words a baby speaks before the age of two, but the key is “understanding”, if he understands the words of adults well, then his language is not a problem. Because, before the child speaks, there is already the use of language, and this time the way of communication is non-verbal, such as eye contact, smile, etc., and in this way of communication, gradually learn the rules of language interaction. Language is only a symbol, including speech “sound symbols” (using the sense of hearing), written “written symbols” (using visual), this stage is mainly to let the baby understand, but do not have to let the baby must say it. “Late speech” is only part of the clinical manifestations of pediatric speech and language disorders. The most common cause of delayed language development is mental retardation, which is slower than normal children. 21-trisomy, fragile X syndrome and other certain chromosomal and genetic disorders are associated with language disorders. Hearing impairment is also an important cause of language delay. Also, autism and behavioral disorders are factors that limit language development. Environment and gender also influence “speech” Children’s language development is related to their environment. The amount of vocabulary parents use in their interactions with their children, and how they repeat and expand their vocabulary in verbal communication, is directly related to the growth of a child’s vocabulary and the rate of language development. Delayed language development can result if a child lives in an environment that lacks language stimulation and stimulation. Babies should live in a language-rich environment since birth and have regular hearing screenings and developmental monitoring to intervene as soon as abnormalities are detected. How can I recognize the warning signs of abnormal language development? It is generally said that parents should be alerted if their baby does not smile at others, cannot try to imitate sounds, cannot say one-word words, cannot make any gestures, etc. for 12 months, or cannot speak two words, imitate words or actions, or follow simple instructions at age 2. If genetic factors are considered to be the cause, chromosomes can be checked. Ancillary tests such as EEG and brain CT can also be performed to find out if there are intracranial lesions and injuries, etc. “Hearing bombing” + “fun and games” For children who have not yet spoken, draw their attention to sounds and objects, and correct poor communication such as crying, anger, and throwing objects. Prompt children to communicate with others and play with other children, especially some rotational games. Or create situations where the baby can watch the movement of the parents’ lips, tongue, jaw and mouth shape, imitate the pronunciation and give a quick response; use “auditory bombardment”, use words or superimposed words for language stimulation; encourage children to use posture and vocalization for communication, ignoring their poor pronunciation. For children who already have language, but with little content and simple forms, encourage them to imitate the speech of people around them, induce spontaneous expressions, and apply them in their lives. Let your baby play more imaginative games, and parents use pictures, gestures and actions to reinforce children’s feelings, stimulate conscious communication, and create various opportunities for dialogue with children. Teach children life words, such as going to the store, receiving visiting friends, manners, etc. After slowly mastering them, parents can select sentences that fit the child and use a gradual approach by slowing down the speaking speed, repeating them, imitating them, and saying them with the child. For young children, it is difficult to distinguish between disfluent speech and stuttering, so playful situations such as story solitaire, children’s songs, and nursery rhymes can be designed to promote fluency. Problems with oral motor function can also sometimes affect speech intelligibility. Therefore, children with such problems are clinically found to have to be trained in oral function by stimulating the tongue, gums, buccal mucosa and hard palate in the mouth with a soft and hard toothbrush or silicone stick; improving the texture of food from soft to hard. Improve oral coordination movements such as teaching bubble blowing, trumpeting, sucking food through straws, imitating animal calls, rapid oral rotation movements, etc.