| One of the stages of speech development is | | | | He uses one cry to attract attention. If he doesn't |
| called "lalling". Typically it begins around the 7th - | | | | want something or simply rejects it then he |
| 9th month of age. Children repeat all the sounds | | | | makes some other kind of sound. If he truly |
| they hear in this stage. | | | | wants something he'll make yet another sound to |
| Perhaps the great significance of the appearance | | | | make his demands known to the parents. |
| of this activity is that it indicates that the child is | | | | Maybe you've already noticed that children use |
| beginning to associate hearing and sound | | | | mostly nasal sounds to express rejection or |
| production - an association that is essential for the | | | | displeasure. On the other hand only a few nasal |
| normal acquisition of speech. | | | | sounds are used when he's happy and pleased. |
| Don't expect the child to sound like you do. Not | | | | Yes, he's beginning to express himself, and he |
| yet. First your child needs to learn to imitate | | | | may be quite insistent about it. Vocalization |
| himself. You'll notice your child will repeat without | | | | becomes a practical tool for children. It's a way of |
| an end "ba-ba-ba" and others similar sounds. | | | | getting that they want and stating what they're |
| If an occasional repetition of "ma-ma" is heard, | | | | not interested in. When your child achieves this |
| don't become too elated. It's quite unlikely he | | | | level of speech development this means he has |
| means you, the mother. He's just testing the | | | | taken an important step toward learning real |
| sounds. Give him some more time. | | | | speech. |
| When he imitates a sound successfully this will | | | | During this time he has practiced inflections so |
| encourage him to try again and again. Quite often | | | | that questions and demands are differentiated. He |
| a single syllable or a combination of sounds can be | | | | has also practiced some of the back vowels, such |
| practiced for hours or sometimes even days. | | | | as oo (pool), u (put), and probably aw (awe). |
| It's a good idea to listen to your child when he | | | | When he has mastered the sound of o (as in |
| doesn't know you're there. He may start out | | | | owe) there is cause for rejoicing! |
| whispering the sound, repeating it, and after a | | | | Another interesting - and welcome - development |
| moment, trying it again and again with increasing | | | | is that he's crying less and spending more time in |
| volume. Then, after a moment, he may repeat | | | | lalling and babbling, for there is considerable |
| the process - this time with increasing variety of | | | | overlapping of these activities. |
| pitch and inflection - obviously pleased with the | | | | He also shows more comprehension of the |
| result and with himself. | | | | gestures you make. It's quite likely that if you |
| Some other developments are taking place by | | | | stop his repetition of "da-da-da" by saying "da-da" |
| this time as well. Your child makes a practical use | | | | he'll reply "gub-gub" or just ignore you. |
| of a variety of sounds he now knows. This isn't | | | | In a few weeks or months he'll be more keen to |
| really a "normal" speech. It's often called "socialized | | | | imitate your "da-da" with his own sounds. But this |
| vocalization." | | | | is the next step in child's speech development. |