Once the baby is conceived and delivered, the parents are delighted to welcome our cute little baby. Watching the baby grow and change day by day fills the heart with joy. However, the speech has stalled …… What’s going on?
The poopers notice that language lags behind mostly in preschool. 1-2 years old cannot speak, but the comprehension aspect is normal, so it is not uncommon to see such cases. Oral expression lags behind comprehension development This condition can be seen in normal children, often in boys. The baby’s motor skills, intelligence, and socially adaptive behavior are completely normal, and his language receptivity is age-appropriate, but his speech is impaired. The prognosis for this type is good, even if there is no spontaneous language at all at the age of 3 weeks, by the age of 6 years they can reach the language level of normal children, as the saying goes, “your child is late in speaking”.
However, some of them need long-term observation, although they do not undergo intensive training immediately. Some of these children have delayed dysarthria until the age of 4 or 5, and some of them have functional dysarthria, which is characterized by slurred speech, and need to be treated promptly. If the age is young and a speech delay is suspected, a review is needed once every three to six months to observe the speech development.
In this case, it is best to bring the child to the rehabilitation department of the hospital for examination, and only after other factors are ruled out, the child can be assured.
So, what does language development look like in children?
Language includes both verbal and non-verbal components, which are dynamic and interactive processes that begin in the early years of a child’s development. Language development varies greatly among individuals due to biological factors and environmental influences. There are gender differences in language development and brain functions related to language. Recent studies of language using functional magnetic resonance have shown that females have more activation in the nervous system than males in the processing of linguistic information; males have a lateral predominance of activation in the brain, mainly in the left inferior frontal gyrus, whereas females are more active in the corresponding areas on both sides of the brain. This may explain why boys have more language problems in early childhood than females.
The language development process is as follows, so you can take a look at it in pairs.
Reference chart for normal child language development
Cries only at 1 month
Harmonious guttural sounds in February
March babbling
April can laugh out loud
May~June can mumble a single tone
July can say “daddy” and “mommy” but without consciousness
Repeats simple syllables produced by adults in August
September can understand a few simple words and phrases such as “goodbye”
From October to November, they start to use words, and one word can mean many things.
December can name objects such as lamps and bowls and point out their own hands and eyes
15 months can say a few words and their own names
18 months can recognize and point out body parts
2 years old can say sentences consisting of 2-3 words
3 years old can say short rhymes and count a few numbers
Can sing at age 4
5 years old can start to recognize words
6~7 years old can tell stories and begin to write
1. Pre-linguistic period (birth ~ 12 months): When before speaking, there is already the use of language, and the way of communication at this time is non-verbal, such as eye contact, smiling, etc. And in this way of communication, gradually learn the rules of language interaction. For example, the “peek-a-boo” game is a common participation game, and the “turn-taking” behavior in the interaction is developed. At the age of 8 months, there is a combination of consonant and vowel sounds. At the age of 12 months, the baby will use one word and use gestures to express the meaning, such as waving a hand to say goodbye and pointing a picture with a small finger.
2, the first language period (1 to 3 years old): this time will use words to indicate what they already know, using words to communicate with others, but are self-centered. At the same time, still continue to communicate in a non-verbal way and in combination with speech. 12 to 18 months of will use words, vocabulary increased to 50; 18 to 24 months of the baby into the stage of 2 word combinations, if the baby is familiar with something, they can combine words according to the rule in communication, so began to appear sentences, this stage of vocabulary increased to Hundreds, imitation ability increases, more topics in communication, showing better flexibility; 24 to 36 months old baby, vocabulary increased significantly, and can apply previously learned vocabulary in communication, for example, can express intentions and quantity, at this time the baby use words more appropriate, and can express their emotions, hopes, interests, etc. in a special way. 3-year-old baby can say their name, age, gender The baby can recognize common objects, pictures, and follow 2 to 3 consecutive instructions.
3. Pre-school (3 to 5 years old): Babies begin to develop more complex forms of language, such as prepositions (above ……, below, etc.), conditional sentences (if …… then), connectives (because… …so, but). At this time, babies are more skilled at expressing their intentions and meanings and using appropriate communication in different contexts. Pre-schoolers can tell stories, follow 3 consecutive instructions, know what to expect in the future such as “Tomorrow we will go to ……”, they can respond to the question “who, where, what”, but not to questions. They can respond to the question “who, where, what” but have difficulty answering the question “how, why” (although they often ask others why). 4 year olds speak clearly and easily even in front of strangers.
4, early school age (5 to 12 years old): when the child is enrolled in school, the environment to the child’s requirements are all expressed in the form of language, such as requiring children to remain quiet in the classroom, the teacher lectures to teach knowledge, assignments, etc.. In the larger group, children are expected to follow the “turn-taking” rules, use language appropriately and flexibly, ensure academic success, and adapt to the school environment, developing their semantics in the process. During this period, children learn new words related to school, acquire new information and instructions, and master specific subjects. by the age of 7 to 8, children use abstract language to think about problems, and by the age of 12, many aspects of their cognitive and linguistic abilities are adult-like.