Use child in a sentence

These examples are from corpora and from sources on the web. Any opinions in the examples do not represent the opinion of the Cambridge Dictionary editors or of Cambridge University Press or its licensors.

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In order for a child to learn to understand a text, you must first work with a separate sentence. What does it mean? This means showing the child how to read all the factual information from the sentence, that is, teaching him to understand what the sentence says directly, explicitly. And then show that a separate sentence can also contain subtextual information (something that is not directly mentioned, but the reader guesses). nine0003

The tasks below are suitable for children who can already read. It can be older preschoolers, and first graders, and older children.

1. We teach the child to determine how many words are in a sentence and ask questions to these words. At the same time, we draw attention to the fact that the question can not be asked for every word. For example, in the sentence “Nikita has a machine with control” there are 5 words, and there will be 3 questions, because you cannot ask a question to the prepositions U and C: these words do not mean anything, they help to connect the words in the sentence. What are these questions? 1) Who has a machine with control? 2) What does Nikita have? 3) What kind of car does Nikita have? nine0003

But in the sentence “Peter stopped at the crossing”, questions can be asked to all words, except for the preposition U (Who stopped at the crossing? What did Petya do? Where did Petya stop?), and these will be questions for factual information. And you can also ask this: Why did Petya stop at the crossing? This is a question for subtext information. There is no answer to this question in the sentence, but we can guess and assume: either the red traffic light was on, or, if there was no traffic light, Petya stopped because cars were driving along the road. With the help of this exercise, we gradually teach the child to understand that the sentence contains not only information that is reported in finished form, but also that which is hidden “between the lines”, and you also need to be able to read it. nine0003

2. We learn to pay attention to word order and put logical stress. For example, we give a sentence where the word order is clearly violated (Children and pencils got the albums.) And we suggest correcting it - swapping words so that the meaning of the sentence becomes clear. And then we ask the child to read the sentence several times, highlighting a different word each time (we learn to put logical stress). For example: CHILDREN took out albums and pencils. If we highlight the word CHILDREN with our voice, this will be the answer to what question? (WHO got the albums and pencils?). Children GET out albums and pencils. And this is the answer to what question? (WHAT DID THE CHILDREN DO?), etc. You noticed that, while dealing with word order and logical stress, we essentially continue to teach how to ask questions to a sentence, but not directly, but through answers. nine0003

3. We learn to see words in a sentence that are superfluous in meaning. In order for a child to find an extra word in a sentence, he must think about the meaning of the sentence and understand it. For example, in the sentence “Birds flew in and started nesting very much,” the extra word is very. Why? Here we will be helped by the ability to ask questions to words. The question started (how?) does not make much sense: another word is clearly needed here (immediately, soon ...), but it is not there, which means that the word is VERY superfluous, it needs to be removed.

4. We check how we learned to read sentences: we perform complex tasks. Such tasks suggest that the child first composes a “scattered” sentence, excluding an extra word, and then asks questions to all independent words. For example, given the words: on, strong, was, sea, storm, ship. It is necessary to make a sentence, eliminating the extra word: There was a strong storm at sea. Then determine which words you can ask a question. There are 4 such words (all except for the preposition NA). It turns out 4 questions: What was at sea? Where was the storm? What was the storm? What does it say about a strong storm at sea? nine0003

You can come up with a lot of similar tasks, you just need to choose the right sentences. You can always find them in children's books.

Working with a sentence is the first step by which you can teach a child to understand the text. The next steps are the compilation of the text based on the sentence, the comparison of the sentence and the text, and the actual work with the text. It is in this logic that the tasks are built in our training manual “Learning to read and understand the text. Literary reading, Grade 1 (authors E.V. Buneeva, O.V. Pronina, I.V. Kuznetsova, Balass publishing house) The tasks given above are taken from this collection. nine0003

In the following publications, I will talk about other methods of working with sentences and texts that are quite accessible to parents and are effective both in individual and group teaching of reading.

© E. V. Buneeva, 2018

Developing a child’s speech: from sound to word and sentence

Most parents are interested in developing literate speech in their children. And rightly so, since speech and communication skills are important for the development of the child, his successful studies and further socialization. Parents are looking for a magic tool to speed up and / or improve their children's speech, and there is one: communicate with them, hear and listen to them, ask and answer questions, read books and sing songs together. Expert "Oh!" and child psychologist Anna Skavitina will tell you what factors affect the development of speech, how to talk with children and what else can be done so that children learn to use their speech abilities to the maximum. nine0003

Anna Skavitina, psychologist, analyst, member of the IAAP (International Association of Analytical Psychology), supervisor of the ROAP and the Jung Institute (Zurich), expert of the Psychology journal

Parents are the first teachers of the child, and their understanding of how it develops speech in children, improves the ability to interact with it and helps to actively learn the language.

From birth, children are programmed to develop speech and language. The first five years of a child's life are the most important for his speech development: the brain establishes multiple connections between nerve cells. nine0003

Lack of communication and speech stimulation during this period can lead to the fact that children will develop more slowly or in the future they will not have sufficient communication skills with people that are difficult to replenish in subsequent years, despite the fact that speech development continues in elementary school and adolescence.

In the early stages of language development, the brain is primed to perceive the sounds of speech and begin to imitate them. Already in the second month of life children try to make sounds: babbling begins. A little later, they try to repeat the sounds and words they hear from those around them. It is important that at this time there is a rich sound background around the children: everyone around them spoke to them, because the child imitates the sounds addressed to him from the people around him. Accordingly, TV, electronic toys and gadgets do not contribute to the development of speech, even if they create a sound background. nine0003

Babies usually speak their first words between 9 and 18 months of age . The most common are "mom" or "dad." Regardless of what language is spoken around, the first words usually refer to parents - to those people who care for the baby. At the age of 18 months, a child usually has a passive or active vocabulary of 50 to 150 words.

At 2 years , children can already use more than 300 words and understand about 1000. The development of independent speech occurs much later than the skills of understanding the speech of others: by about 18 months, babies begin to connect pairs of words to form the first sentences, sometimes called “telegraphic speech "-" dad's ball "or" mom's soup on. nine0003

Around at 3 years children begin to use language for a wide variety of things: not only are they trying to get different things right now, but they can already talk about past experiences and even use speech to fantasize. Approximately from 4-4.5 years old preschoolers begin to understand and apply the rules of the language to express their own thoughts and evaluate events; speech becomes more adult-like.

At Primary School , children continue to expand their use of spoken language, learning to read and write. As children progress through middle school and high school, they continue to build vocabulary, improve grammar skills, write difficult words, and develop reading comprehension skills. nine0003

Factors affecting the development of speech in children 2-5 years old

Health and physical development

Illnesses can affect hearing, which in turn will cause problems with the understanding and development of speech or other auditory signals. Sick children often lack the strength to speak and communicate with gestures or facial expressions, even if their hearing is all right, and this can interfere with the development of language and communication. The vocal cords and facial muscles associated with speech must develop in order for a child to speak effectively. nine0003

Psychotrauma

Divorce, death of loved ones, multiple moves or other little-understood and unexplained changes in life can take a lot of the child's strength to adapt to these conditions and become a possible cause of delayed speech development.

Development of motor skills

If a child spends a lot of time in a bed, a stroller, a high chair or at a computer, then the development of these skills may be delayed, and with them speech. Their development is facilitated by active outdoor games, as well as running, jumping and tumbling. Motor skills are also needed to learn how to write or draw letters and symbols. nine0003

Environment

It is important that children are immersed in a language environment: preschoolers who are spoken and read with are more likely to want to speak and learn to read themselves. The social environment can become an obstacle to the development of speech if there are not enough examples that children can rely on in their understanding of the language and everything connected with it.

Cognitive abilities

It is assumed that there is a correlation between intelligence and early speech. Children with whom they start language learning early speak more than their peers and show an increased level of cognitive development: they use the correct sentence structure earlier and have a larger vocabulary. nine0003

Children who develop language skills more slowly do not necessarily lag behind in cognitive performance. Sometimes it happens that at first gross motor skills actively develop, and only then speech joins.

Gender

At the age of about two years, girls, as a rule, overtake boys in speech development: they communicate more freely and understand the spoken language better, which is explained by the different attitudes of their parents towards them. Researchers have found that adults react differently to the communication styles of girls and boys. Despite the fact that children at 13-14 months do not show differences in reactions depending on gender, adults are more likely to respond to boys if they scream, whimper or behave aggressively, and children, realizing this, begin to stimulate their parents to communicate with them in this way. . Such attempts by girls are usually ignored, but adults willingly respond to their gestures, touches and just talking. Girls are encouraged to speak, boys are encouraged to play actively. nine0003

Number of siblings

Some scholars suggest that children who come from families with one child tend to understand and use language better: they have no competition for the attention of parents or guardians, and adults tend to communicate with an only child anymore. Other researchers argue that the opposite is true: having siblings can mean more opportunities to use the language, which subsequently leads to its faster and stronger development. Therefore, it is very important to organize communication in the family and the possibility of active training of skills with parents or brothers and sisters. nine0003

Motivation

If a child has no desire to communicate or understand the world around him, he will lack language development. Until he sees the value and necessity of using language, development will be slow.

Bilingualism

Children who start learning a second language at an early age may develop more slowly than parents expect. For preschoolers, learning two or three languages ​​at the same time can cause confusion, and as a result, very strong disappointment, which makes the child lose motivation to understand what is happening. nine0003

Most experts recommend that when learning two languages ​​at an early age, a separate adult should be responsible for each. For example, a mother always speaks one language when addressing a child, and a father speaks another, and this never changes. If this is not possible, then it is better to start learning a second language at the same time as the school or the preparatory group of the kindergarten, especially if the development of the native language is not going very quickly.

If by the age of two a child does not pronounce a single word at all and does not put two words into a simple sentence to two and a half, then it is worth checking if he has any health problems. nine0003

The child does not look into the eyes of you and others when spoken to, and seems a little distant - there may be cause for concern. The sooner you contact the experts, the better. To begin with, it is worth checking his hearing and talking with the pediatrician.

How to help a child learn to speak?

• Speak and describe everything that happens. Pay attention to where the child is looking, name the object, tell what it is. Show how to handle him, do not switch the child to something that seems more curious to you. Every time he is interested in something, you have the opportunity to use it for development and learning. Children see a lot for the first time, and often they need much more time than adults to understand what is happening. nine0003

• When a child says a word or phrase, you can expand the description to show that there are many different words for what is happening. Keep up a conversation with him, even if the child knows only a few words. This is a serious contribution not only to the development of speech, but also to the relationship with the parent. Feel free to speak in a high voice and lisp, referring to the child until he speaks on his own. The high tone of the voice helps him to understand that the speech is addressed specifically to him, and the child more easily distinguishes it from the surrounding sounds. nine0003

• Tell stories, fairy tales, poems that you know by heart, read books many times in a row. For young children, rhymed speech is best: poems contain different images and symbols, describe what is happening artistically and convey the mood. In preschool and school, help your child learn various poems. If at an early age it is better for him to choose poems with understandable words, then at school - with complex words, unusual phrases, outdated lexical constructions that help him master his native language and use similar artistic techniques in his speech. nine0003

• If the child attends a kindergarten, pay attention to whether the teacher involves the children in communication, whether he supports the child with a smile or positive words, whether he spreads the sentences he says, whether he plays speech games with them.

• If a child says a phrase or a word with errors, do not correct it immediately: “You are speaking incorrectly, you need to do this: ...”, it is better to paraphrase what you heard, that is, pronounce the phrase, repeating after the child, but correctly. nine0039 For example , "ghoul mom" paraphrase: "Mom, I want to go for a walk!" and continue: “Do you want to go for a walk with me? Yes? Good. Now let's get together." If the child is at an emotional peak, it is better not to correct: now it is important to help him cope with his feelings, and temporarily postpone the development of speech.

• If a TV or a tablet often acts as a babysitter, take care of educational content. The only genre of programs that helps the development of speech is interactive programs in which, in addition to pictures and actions, the child is asked questions, stimulating him to answer aloud, and trying to unfold possible phrases into a common sentence. Watching cartoons builds a child's passive vocabulary, which will depend on what words and phrases are used there. Today, more and more often there are children who speak with acquired phrases from cartoons of not very good quality, who do not always use them at the right place and at the right time, since the TV cannot provide the child with feedback in communication. nine0003

• Sometimes parents need to talk in the presence of the child, but in such a way that he does not understand what will be discussed. The secret language of the parents can be any foreign language that they know. But this is not for long, because children quickly master this in order to understand what is being hidden from them. For example , children in aristocratic Russian families, where they spoke French among themselves, and with children and servants - in Russian, often learned the language without teachers and tutors, and at the age of 12, when they began to learn French, it only remained to improve the language and grammar. This is a great way to increase the motivation of children to learn a foreign language: speak it in the presence of a child, but not with him. nine0003

• Develop fine motor skills: touching, rattles, finger gymnastics, toys filled with balloons, finger paints, plasticine modeling, Lego-type construction sets - all this stimulates the development of precise movements and increases brain activity that stimulates speech.

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