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Two Types of Communication SkillsFrom birth baby begins to develop the two communication skills they will continue to build on and use throughout their life:
• Receptive communication is the ability to receive and understand a message from another person. Baby demonstrates this skill by turning their head towards your voice and responding to simple directions.
• Expressive communication is the ability to convey a message to another person through sounds, speech, signs, or writing. Crying, babbling, and using body language are examples of baby’s early expressive skills.
An Introduction to
Speech and Language Development
Tips for Encouraging Speech and Language Development
Use a high-pitched, sing-song voice. This helps get and keep your baby’s attention while you talk.
Play with sounds. Get silly while playing and make sounds that connect with what your child is doing.
Use facial expressions and gestures to communicate the meaning of words.
Describe your actions as you dress, feed, and bathe your child. Pairing the same words with routine activities is a great way to develop language.
Encourage two-way communication. When your child communicates with you using sounds, words, or gestures, be sure to respond and take turns in “conversation.”
Read with your child. “Reading” can simply mean describing pictures without following the written words. Choose books with large, colorful pictures, and encourage your child to point to and name familiar objects.
Expand your child’s vocabulary by building on the words they already know. For example, if your child says “dog,” you could say “Yes, that’s a big dog!”
Reword your child’s phrases. If your child makes a speech or language error, respond with their phrase in the correct form. This helps them learn proper pronunciation and grammar. For example, if your child says “Doggy big,” you can respond with “Yes, the doggy is big.” FREE tools to maximize child development
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BY 9
MO
NTH
S
Tur
ns h
ead
tow
ard
soun
d or
voi
ce Q
uiet
s or s
mile
s in
resp
onse
to so
und
or v
oice
Sho
ws i
nter
est i
n fa
ces
Lis
tens
and
resp
onds
whe
n sp
oken
to R
eact
s to
sudd
en n
oise
s or s
ound
s N
otic
es to
ys th
at m
ake
soun
ds
Rec
ogni
zes s
ound
of t
heir
nam
e L
ooks
at f
amili
ar o
bjec
ts a
nd
peop
le w
hen
nam
ed
Fol
low
s som
e ro
utin
e co
mm
ands
pa
ired
with
ges
ture
s
Res
pond
s to
“no”
Res
pond
s to
sim
ple
dire
ctio
ns,
e.g.
“com
e he
re”
Pay
s att
entio
n to
whe
re y
ou
are
look
ing
and
poin
ting
Con
sist
ently
follo
ws s
impl
e di
rect
ions
Sho
ws i
nter
est i
n pi
ctur
es C
an id
entif
y 1-
2 bo
dy p
arts
whe
n na
med
Poi
nts a
t fam
iliar
obj
ects
an
d pe
ople
in p
ictu
res
Und
erst
ands
“in”
and
“on”
Res
pond
s to
yes/
no q
uest
ions
w
ith h
ead
shak
e/no
d
Und
erst
ands
sim
ple
pron
ouns
(me,
you
, my)
Und
erst
ands
new
wor
ds q
uick
ly Id
entif
ies 3
-5 b
ody
part
s whe
n na
med
Und
erst
ands
act
ion
wor
ds F
ollo
ws 2
-ste
p re
late
d di
rect
ions
, e.g
. “P
ick
up y
our c
oat a
nd b
ring
it to
me.
” E
njoy
s lis
teni
ng to
stor
ies
Fol
low
s 2-s
tep
unre
late
d di
rect
ions
, e.g
. “G
ive
me
the
ball
and
go g
et y
our c
oat.”
Und
erst
ands
bas
ic n
ouns
and
pro
noun
s U
nder
stan
ds “m
ine”
and
“you
rs”
Und
erst
ands
mos
t sim
ple
sent
ence
s S
impl
e un
ders
tand
ing
of co
ncep
ts
incl
udin
g co
lor,
spac
e, ti
me
Und
erst
ands
“why
” que
stio
ns
Mak
es e
ye co
ntac
t C
ries d
iffer
ently
for d
iffer
ent
need
s, e
.g. h
ungr
y vs
. tire
d C
oos a
nd sm
iles
Beg
ins t
o us
e co
nson
ant s
ound
s in
bab
blin
g, e
.g. “
da, d
a, d
a” M
akes
diff
eren
t kin
ds o
f so
unds
to e
xpre
ss fe
elin
gs U
ses b
abbl
ing
to g
et a
tten
tion
Imita
tes s
ound
s U
ses I
ncre
ased
var
iety
of s
ound
s and
sy
llabl
e co
mbi
natio
ns in
bab
blin
g P
artic
ipat
es in
two-
way
com
mun
icat
ion
Mea
ning
fully
use
s “m
ama”
or “
dada
” Im
itate
s spe
ech
soun
ds
Bab
blin
g ha
s sou
nds a
nd rh
ythm
s of s
peec
h
May
use
5-1
0 w
ords
Imita
tes s
impl
e w
ords
and
act
ions
Com
bine
s sou
nds a
nd g
estu
res
Rep
eats
wor
ds o
verh
eard
in
conv
ersa
tion
Res
pond
s to
ques
tions
Con
tinue
s to
prod
uce
spee
ch-li
ke b
abbl
ing
Use
s at l
east
50
wor
ds C
onsi
sten
tly im
itate
s new
wor
ds N
ames
obj
ects
and
pic
ture
s
Use
s ges
ture
s and
wor
ds d
urin
g
pre
tend
pla
y
Beg
ins t
o us
e 2-
wor
d ph
rase
s
Use
s sim
ple
pron
ouns
(me,
you
, my)
Con
sist
ently
use
s 2-3
wor
d ph
rase
s U
ses “
in” a
nd “o
n” A
t lea
st 5
0% o
f spe
ech
is
unde
rsto
od b
y ca
regi
ver
Ask
s “w
hat”
and
“whe
re” q
uest
ions
Use
s plu
rals
, e.g
. “do
gs”
Mos
t spe
ech
is u
nder
stoo
d by
car
egiv
er
*Rem
embe
r to
corr
ect y
our c
hild
’s ag
e fo
r pre
mat
urity
.
Ple
ase
visi
t ww
w.P
athw
ays.o
rg to
find
mor
e FR
EE re
sour
ces o
n ch
ild d
evel
opm
ent.
Sp
eech
&
La
ng
ua
ge
Hea
rin
g &
U
nd
erst
an
din
g
BY 6
MO
NTH
S
BY 3 M
ON
THS
BY 36 MO
NTH
S
BY 30 MO
NTH
S
BY 24
MO
NTH
S
BY 21
MO
NTH
S
BY 18
MO
NTH
S
BY 15
MO
NTH
S
BY 12
MO
NTH
S