When does a child start to walk and what is humming? Babbling what it is and how to develop the First humming and babbling

Your baby is still very tiny. At first glance, it seems that it is too early to talk about the development of speech. What kind of speech is there, you say, if you can hear from him only a loud "wow!" Many parents believe that before their child utters the first words (and this usually happens at the age of about a year), it is useless to talk to him, because, they say, he still does not understand anything and still cannot learn anything.

Nevertheless, “unintelligible sounds” are already the formation of speech, and it begins long before the appearance of the first words. And already at this, the very first stage, the main function of speech is clearly visible - communication. Yes, yes, your baby can and wants to communicate with you!

In order to imagine how to communicate with an infant, let's look at the basic stages of speech formation.

The first stage is screaming

When a baby is born, getting from one environment to another, he needs to somehow declare himself, his presence in this world. While the child was in the mother's belly, all his needs were met instantly. Now he sometimes feels some kind of discomfort - and screams (still at the level of an unconditioned reflex). When the baby's needs are met, the child develops a certain stereotype of behavior, and the cry becomes a signal of discomfort (wet, hungry or sleepy, sad, lonely). The child has only one remedy - screaming. Gradually, with the help of a cry, the baby learns not only to attract attention, but also to communicate. Remember, when your baby calls you, he first screams, and then waits for an answer: will mom come or not? Then he screams louder and waits again. Thus, the child gives the opportunity to his “interlocutor” to be included in his first dialogue.

By about the third month (and for many children much earlier), the intonation of the cries also changes. An attentive mother can distinguish a lot of different screams of her child - it can be grumbling, whining, discontent, a sharp squeal from pain, angry “exclamations”.

“Even when I’m in another room, I can almost certainly tell from my screams what’s going on with my twins. When they quarrel and cannot share the toys - there is only one cry, when they are bored - the cry is completely different. And, of course, I always distinguish between shrill and harsh “dangerous screams” (when you urgently need to run for help) from “harmless” ones when children simply express their displeasure. "

The cry is present in the child for a long time, developing in parallel with speech. And even when real, "adult" words appear, the cry continues to play a very important role in communication.

Second stage - humming

Humming usually occurs at the age of one to two months and accompanies the child in the first six months of life. Usually these are various variations of sounds: a-a-gu, ge-s, ge-e, a-ge, etc. It is curious that babies of different nations walk the same way. Gradually, the baby's repertoire is enriched with new sounds, and new intonations appear. In humming, like screaming, the moment of interaction is also important. Of course, the baby can walk and stay alone in the room. But with your appearance the humming becomes more active. If you look closely at the child, you will see that he is not just making sounds. At this time, the kid looks into your eyes, waits for your answer, he is already trying to build a full-fledged speech dialogue. And this dialogue must be supported! Indeed, during the humming, the child learns to coordinate both voice and gaze, which will subsequently become the basis of any social contact.

The kid achieves your attention and communication with the ancient, like the world, the carrot and stick method, only instead of a stick he uses crying, and instead of a carrot he uses his charming and joyful smile.

Answer the kid in his language, support and encourage his first “performances” in every possible way. He will be very glad to your attention - look how he reaches out to you, tries to fold his lips in order to adequately answer such an important interlocutor! Gradually, the child begins to pronounce long chains of sounds, as if imitating himself. Moreover, he tries to imitate you too!

A baby at this age is trying to feel sounds and words for the first time. So far, it is not so much the meaning of words that is important for him as different intonations, the rhythm of speech, the articulation of various sounds.

“My daughter, at the age of four months, began to feel my lips with her hands every time I said something to her. It seems that she wants to check how different sounds are obtained, and is trying to catch the flying out words, contrary to the well-known proverb about the word and the sparrow. As soon as there is a pause in my speeches, the baby immediately begins to actively respond to me ”.

Third stage - babbling

As the child develops, the humming dies down, and babbling comes to replace it. This usually occurs between 6-7 months of age. Your baby begins to pronounce individual syllables "ba", "ma", "ta", etc. - at first once, very rarely and as if by accident. Gradually, syllables are heard in his speech more and more often, they are repeated in the form of chains: ba-ba-ba-ba, ma-ma-ma-ma.

Humming and babbling are very important for the further development of speech. If your baby doesn't have them, try to activate them.

Holding the child in his arms so that he can clearly see the movement of your lips, repeat various syllables, sing rhythmic songs, read simple rhymes, and most importantly - talk to the baby as much as possible. He needs to hear adult speech. However, these should not be just conversations that adults have with each other, but speech addressed specifically to him, to the child.

“My son is now 6 months old. He can hear different voices by ear. If I talk to him, hiding behind the diaper, he begins to smile happily and look for where my mother had gone. And once he heard the voice of someone else's uncle from the hallway - it was a thick bass, completely unlike his father's voice - he heard it and burst into tears ”.

“My ten-month old Dasha loves to“ read ”books - most of all traditional Russian fairy tales for the little ones,“ Kolobok ”,“ Turnip ”,“ Hen Ryaba ”. She also really likes conversations on the topic: who speaks how. The variations are endless - from pussy to big truck or steam locomotive. ”

Again, even if it seems to you that the child is babbling for himself, nevertheless, he is very eager to communicate with you. The first babbling words-syllables do not yet carry a meaningful meaning. But thanks to my mother, who hears words in these syllables, babbling is filled with meaning.

“Surprisingly, Fedya began to speak the syllables“ ma-ma ”from the first days. Of course, at first he cried like that. But gradually, he realized that his “ma-ma” especially touches me, all the more, everyone was talking around - he was calling for my mother.

By the time she was six months old, this "mom" began to mean not "come to me", but "give me MOM here." At eight months, he obviously turned to me, and called me, being in the hands of others, and there was no doubt that this was already a real word. "

Lesson or communication?

Of course, communicating with a child, we teach him one way or another. But try so that your desire to teach your baby literally from the cradle does not overshadow a more important thing - your live emotional communication.

If you follow the theories of early development, you probably have heard the name of the American scientist Glen Doman, who argued that, from a very early age in a special learning environment, a child can achieve very high intellectual results. At his Institute for Child Development, Doman conducted many experiments, the essence of which was as follows. Babies, starting from the age of two months, when their gaze begins to focus, at a fast pace were shown various cards on which letters, words, notes, numbers, pictures, hieroglyphs and much, much more were depicted. During the show, the teacher or mother named the corresponding subject. At first, such "lessons" lasted 5-10 minutes, then their duration gradually increased.

When the kids grew up, this is what became clear. They really perfectly remembered information, knew foreign languages, read, counted, etc. But at the same time, the kids did not play at all, their emotional sphere was disturbed. Accustomed to only passively swallowing didactic material, they did not strive for active knowledge of the world around them, creativity was inaccessible to them, since they did not have real creative experience. And the huge store of knowledge that their tenacious childhood memory kept, they could not always apply in practice. The saddest thing is that the disturbances in the emotional sphere in these children were already irreparable. After all, many very important milestones in emotional development are laid down precisely in infancy, when the child wants and can communicate, build social models of behavior, and not record in his brain countless dry facts.

In my psychological practice, there was a boy Andryusha who could not adequately communicate with his peers. He ran in circles, constantly repeating the same phrase. At the same time, he had very big problems with the articulation of sounds: he simply did not pronounce about fourteen sounds at the age of five, so it was difficult to understand him. He preferred to communicate in writing.

It turned out that Andryushin's mother at one time was very fond of the early intellectual development of her son. As a result, he learned to read before he could speak. At the same time, he did not play, dealing with numbers, letters, special cards, and only drew geographical maps.

When starting to teach your child letters in infancy using a newfangled developmental method, be careful! Some children who were taught to read, for example, using Zaitsev's cubes before they began to speak, had a delay in speech development. Instead of engaging in live communication, they read and wrote with blocks.

Stage four - the first words

So, from babbling, the word is born ...

At this stage (usually it starts at 11-12 months), it is very important to help the child in his word creation. Right now, the baby begins to associate words with objects of the environment, words for him are filled with meaning. Now you can expand your reading repertoire aloud. Try to call the surrounding things by their proper names (not “Let's put this thing in it”, but “Put the doll in the crib”). Do not forget to comment on your actions when you are with your baby.

Speech therapists advise to train the muscles of the lips and cheeks. To do this, stock up on various whistles, harmonicas, a toy flute and teach your baby how to blow these instruments. It is also useful to blow out soap bubbles (however, you will have to constantly monitor that the child does not drink soapy water).

Another fun way to train your lips and cheek muscles is to make fun of your baby. Do not hesitate to make funny faces, expressively depict a variety of emotions (surprise, fear, joy), stick out your tongue, lick your lips. You will see that the kid will really like this new game, and soon he will start repeating some movements after you.

Usually children really like sounding toys. Take advantage of this, let your baby learn to extract a variety of sounds and reproduce them with his voice. His first words will be onomatopoeic: "bang", "boom", "woof-woof", "bibika". Do not be afraid of these infant, “lal” (as my eldest daughter says) words. This is a very important moment in the development of speech. It is still difficult for a child to associate an abstract word (for example, a dog, a car, fell) with a specific object or action. If a word is somehow similar to an object or action, such a connection is much easier to establish (for example, a dog says “aw-aw”, a car says “BBC”, and a falling object makes a “boom”). Infant words help the child transition to normal, “adult” speech.

When your baby tries to repeat some words after you, you can read poetry "by role." For example, the famous poem about desperate geese (as a rule, everyone remembers its beginning):

• Adult: Geese-geese!
• Child: Ha-ha-ha!
• Adult: Do you want to eat?
• Child: Yes Yes Yes!
• Adult: Bread and butter?
• Child: No no no.
• Adult: What do you want?
• Child: Sweets!
• Adult: Well, fly as you like, tonly take care of your wings - withThe gray wolf under the mountain will not let you home. Flew, flew (the child waves his hands) sat on the head.

It is especially important to talk to your baby while playing. Remember that the game is focused on dialogue, not your monologue. You can, for example, roll a ball to each other, accompanying this activity with comments: “Give me a ball! The ball rolled to my mother. " Pause, give the child the opportunity to engage in the conversation. “And now - on the ball! The ball rolled to the baby " etc. Try to match the game to the mood and state of your baby.

Words and gestures

Facial expressions, gestures, intonation help a person communicate with other people. Please note that adults in conversation with each other convey a lot of information using facial expressions and gestures (this is why many people find it difficult to communicate on the phone, although they easily carry on a conversation during a personal meeting). But for young children, non-verbal communication is even more important, because at some stage it is the only way for them to "talk" to you.

It is very helpful to reinforce words with certain gestures. First, the baby learns to reproduce the gesture, and then repeats the word. For example, the word "give!" usually accompanied by such a gesture: stretch your hand with your palm up and bend and straighten your fingers several times. At the same time, try to use the words “give”, “bring”, “take” more often, ask the child to fulfill simple requests. You will see he will be very happy to help you!

In a similar way, you can teach your baby other expressive gestures, for example, "Okay", "Goodbye", "Show how big (or big) you are," to shake your head affirmatively or negatively. Do not be shy about childish gestures, such as pointing your finger, but rather, help your child master them.

Gestures can also be emotional.

“Olezhka recently learned to show what a sour tomato and what a sweet raspberry. When you ask him: "What kind of tomato?" To the question: "What kind of raspberry?" the child spreads into a blissful smile and smacks his tongue with his tongue. Of course, at some point we taught him this, but now he often depicts some kind of taste even without our request. For example, if you say that lemon is sour, Olezhka will certainly wrinkle. "

“Marusa was shown that flowers can be sniffed. Now, at the sight of any flower (in a flower bed, in a pot or even in a book), she reaches for it with her nose and sniffs it in ecstasy. "

With gestures, the child can accompany your poetry reading or singing.

For example, like this:

• I play the violin - tili-li, tili-li,(the kid holds an imaginary violin in his hands and “plays” on it),
• Bunnies are dancing on the lawn - if yes tili-whether ("Dancing", twirling the raised arms).
• And then on the drum - bam-bam-bam, bam-bam-bam(the child taps his palms on some surface),
• In fear, the bunnies scattered through the bushes!(hides his face in his palms).

• Teddy bear walks through the forest(the child sways, legs wide apart),
• He collects cones, sings songs(bends over for an imaginary bump).
• Suddenly a bump fell right on the bear's forehead(slaps his forehead).
• The bear is angry, and his foot is top(baby stomps his foot).

• Zainka, dance, gray, dance. Dance like this, dance like this(the child is "dancing").
• Zainka, stamp your foot, gray, stamp your foot, this way, stamp your foot, like this, stamp your foot(stomping with one or the other foot).
• Zainka, clap your hands, gray, clap your hands, like this, clap your hands, like that, clap your hands(baby claps his hands).
• Zainka, bow, gray, bow, bow this way, bow this way(bows).

You can also beat Agnia Barto's “Toys”. The kid shows how the bull sways on a wobbly board, how the little girl Tanya cries bitterly, regrets and strokes the poor bear with a torn off paw.

By the way, the famous finger games simultaneously train a child's “speaking gestures” and fine motor skills, which are also very useful for the development of speech.

For example, the game "Cabbage":

• We have cabbage, here it is, cabbage(showing how big the cabbage is),
• We cut cabbage, cut(with the edge of the palm, like a knife, we knock on the table),
• we cabbage three, three(rub our palms),
• we mimic cabbage, mimic ( depict how we crumple the cabbage with our fists).

And here is a finger massage game, similar to the famous "Magpie-magpie" - Pancake machines:

• Masha began to call guests(stroking the baby's open palm):
• And Ivan, come, and Stepan, come, and Andrey, come, and Sergei, come,(alternately bend the fingers, starting with the thumb),
• And Nikita - well, please!(we bend the little finger, after stroking it).
• Masha began to treat the guests: a pancake for Ivan, a pancake for Stepan, a pancake for Andrei, and a pancake for Sergey(we unbend our fingers, knead the pads - "we distribute pancakes"),
• and Nikita - a mint gingerbread!(we unbend the little finger, having also stroked it beforehand).
• Masha began to see off the guests: Ivan, goodbye, and Stepan, goodbye, and Andrey, goodbye, and Sergei, goodbye!(each finger bends and unbends in turn - as in the "goodbye" gesture),
• and Nikita - well, stay still!(we gently stroke the little finger).

These games will help your toddler build vocabulary and relate words to very specific activities or objects.

About salted porridge

Remember the famous anecdote about a boy who didn't say anything until he was five? No medical luminaries and the most famous speech therapists could help him. But one day at breakfast the boy suddenly said: "And the porridge is too salty today!" Happy parents rushed to congratulate each other, and when they calmed down, they asked their offspring: "Why did you keep silent before?" To this the boy replied: "Before, everything was all right."

Jokes aside, but when parents understand the child too well without words, he simply does not need to convey any message to them. Perhaps here sometimes you have to be a little cunning, pretending that you do not understand what the child wants from you until he tries to tell you about it.

Alina did not say anything except "yes" and "no" until she was two years old. I already began to worry about this, and suddenly I caught myself that I formulate all the questions to her so that they could be answered unambiguously "yes" or "no." When I began to ask more difficult questions, as if I did not understand my daughter, she had many more new words.

If a child communicates with you using babbling, gestures, his first words are about to appear. Don't worry if this happens a little later than you think it should. Don't compare your toddler to your neighbor's girl, your friend's son, or your colleague's niece! The development of each specific child may have its own individual characteristics.

However, there are some important milestones in the development of your baby's speech that should be paid special attention to:

• A cry that is initially a reaction to discomfort (hunger). A child that is too quiet and as comfortable as possible is not as good as it seems.
• Revitalization complex (smile, revival) when an adult appears (appears at 1-3 months).
• Humming. How and when does your baby walk? At the same time, does he look into your eyes, does he "sing" his infant songs while in your arms, do you feel the need for communication with him?
• Babbling (appears at 6-10 months), the child clearly draws attention to himself with the help of some sounds.
• Pointing gesture (appears at 8-13 months). This is a very important moment in the development of a child, preceding the appearance of the first words, because before naming an object, the baby needs to learn how to show it.
• The emergence of basic social gestures, such as "goodbye" (9-12 months).
• Understanding and fulfilling simple requests, the emergence of elementary story games (feed the doll). The child usually goes through this stage at the age of about one year.

Babbling period. Stimulating its development

Appears at the age of 5-6 months and is a combination of consonants with vowels. The transition to babbling is associated with the development of rhythm and consistency of breathing and movements of the articulatory apparatus. In the middle of the first year of life, the striatal subcortical nuclei mature and the child's motivational sphere becomes more complicated. The functioning of the striatal nuclei begins gradually, which is revealed in the appearance of such emotional expressive reactions as laughter and crying (Vinarskaya E.N., 1987). With its appearance, we can talk about the beginning of the syntagmatic organization of speech - the combination of individual articulations in a linear sequence with modulation in timbre and pitch.
At first, babbling is spontaneous. The child listens to the sounds he utters and tries to reproduce them. The appearance of echolalia (imitation onomatopoeia) leads to a rapid increase in the used syllables and sounds. The process is active: the baby looks at the adult, follows the movement of the lips and repeats what he heard.
An important role in this is played by the ability to control the articulatory apparatus based on visual and auditory perception. By the 8th month, the sound composition is complicated by the sound combinations "te-te-te", "ta-ta-ta", "tla", "dla", etc. The vowel "and" is used more often. The "o" appears as an independent sound (Mikirtumov B.E., Koschavtsev A.G., Grechany S.V., 2001).
The babbling begins to sound like a song. The ability to combine different syllables appears (stage of verbal babbling). Studies of the sound composition of babbling made it possible to establish a number of its regularities: 1) the presence in the composition of babble of most of the sounds unusual for the Russian language; 2) variety and fine differentiation; 3) replacement of difficult to pronounce sounds close in articulation; 4) dependence of mastering pronunciation on the predominant development of the vocal apparatus; 5) the dependence of the sequence of the appearance of sounds on the complexity of their pronunciation.
Of the great many inborn babbling synergies in the child's everyday life, only those remain that are systematically reinforced by external sound complexes (Vinarskaya E.N., 1987).
At the 9th month, babbling becomes precise and differentiated. It is possible to pronounce the combinations "ma-ma", "ba-ba" without connection with certain people (two-syllable babble).
Intense accentuation of the mother's speech addressed to the child, with an abundance of emotionally highlighted stressed syllables in it (Sasha, my dear), as well as the episodes of passionate rhythmic appeals of the nursing mother to the baby “Butsiki, Mutsiki, Dutsiki” or “ shirt, shonka, shonka "), during which the mother caresses and kisses him, lead to the fact that stressed syllables, together with their noisy pre-stressed and over-stressed" neighbors ", receive in the mother's speech a single sound of changing sonority: either increasing or decreasing. Feeling these sonority effects, the child imitatively reproduces them in his babbling reactions and thus begins to operationalize the sound structure of integral pseudowords, which in mother's speech are no longer related to syllables, but to parts of phonetic words, phonetic words and their combinations (Vinarskaya E.N. , 1987).
Observations show that the initial babbling chains of stereotypical vocalizations (ah-ah, etc.) are replaced at 8-10 months. chains of stereotyped segments with a noisy beginning (cha-cha-cha, etc.); then at 9-10 months. chains of segments with a stereotypical noisy beginning appear, but with an already changing vocal, vocal end (te-cha-te, etc.) and, finally, at 10-12 months. chains of segments with changing noise beginnings appear (va-la, ma-la, da-la; pa-na, pa-pa-na, a-ma-na, ba-ba-na, etc.).
Length of babbling chains at the age of 8 months. the maximum and averages 4-5 segments, although in some cases it can reach 12 segments. Then the average number of segments of the chain begins to fall and is by 13-16 months, 2.5 segments, which is close to the average number of syllables in the word forms of Russian speech - 2.3.
The sound composition of babbling is the result of the kinesthetic "tuning" of the articulatory apparatus according to the auditory, acoustic imitation of the speech of others (Shokhor-Trotskaya M.K., 2006).
Children who are deaf from birth do not develop either self-imitation or imitation of the speech of others. The early babbling that appeared in them, without receiving reinforcement from the auditory perception, gradually fades away (Neiman L.V., Bogomilsky M.R., 2001).
The sequence of mastering the sounds of babbling is determined by the patterns of development of the speech-motor analyzer: coarse articulatory differentiations are replaced by more and more subtle ones, and light articulatory structures give way to difficult ones (Arkhipova E.F., 1989).
The most intensive process of accumulation of babbling sounds occurs after the sixth month during the seventh month, then the process of accumulation of sounds slows down and few new sounds appear. The process of intensive accumulation of sounds in babbling coincides with the period of myelination, the meaning of which lies in the fact that the transition from generalized movements to more differentiated ones is associated with its onset (N.A. Bernstein). From 7-8 months to one year, articulation does not particularly expand, but understanding of speech appears. The semantic load during this period is received not by phonemes, but by intonation, rhythm, and then the general outline of the word (Arkhipova E.F., 2007).
By 10 months, a higher level of communicative and cognitive activity is formed. All this stimulates a leap in the child's motivational sphere. Carrying out emotional interaction with the child, the mother systematically turns her attention to various objects of the surrounding reality and thereby highlights them with her voice, her emotions. The child assimilates these "emotional marks" of objects together with the corresponding sound images. By imitating his mother and using the chains of babbling segments already available to him, he reproduces the first babbling words, in form more and more approaching the sound form of words in his native language (Arkhipova E.F., 2007).
The babbling period coincides with the formation of the child's sitting function. Initially, the child tries to sit down. Gradually, his ability to hold the trunk in a sitting position increases, which is usually finally formed by 6 months of life (Belyakova L.I., Dyakova E.A., 1998). The vocal stream, characteristic of humming, begins to disintegrate into syllables, the psychophysiological mechanism of syllable formation is gradually formed.
Babble speech, being rhythmically organized, is closely related to the rhythmic movements of the child, the need for which appears by 5-6 months of life. Waving his arms or jumping on the arms of an adult, he rhythmically repeats the syllables "ta-ta-ta", "ha-ha-ha", etc. for several minutes in a row. This rhythm represents the archaic phase of language, which explains its early appearance in speech ontogenesis. Therefore, it is very important to give the child freedom of movement, which affects not only the development of his psychomotor skills, but also the formation of speech articulations.
After 8 months, the sounds that do not correspond to the phonetic system of the native language gradually begin to fade.
By about 11 months, circuits with a changing noise beginning appear (va - la, dy - ka, dya - na, ba - na - pa, e - ma - va, etc.). In this case, any one syllable stands out for its duration, volume, pitch. Most likely, this is how stress is laid in pre-speech means of communication (N.I. Zhinkin).
IN AND. Beltyukov revealed the sequence of the appearance of consonants in babbling according to the principle of decreasing the contrast of a group of consonants when they appear in babbling: oral and nasal, voiced and voiceless, hard and soft (front-lingual), lingual (occlusive and slotted).
Some of the babbling sounds that do not correspond to the phonemes of the speech heard by the child are lost, new speech sounds appear, similar to the phonemes of the speech environment.
There is also a third stage in the development of babbling, during which the child begins to pronounce "words" formed by the repetition of the same syllable of the type: "baba", "ma-ma". In attempts to verbal communication, children at 10-12 months of age already reproduce the most typical characteristics of the rhythm of their native language. The temporal organization of such pre-speech vocalizations contains elements similar to the rhythmic structuring of adult speech. Such “words”, as a rule, do not correspond to a real object, although the child pronounces them clearly enough. This stage of babbling is usually short, and the baby will soon begin speaking the first words.
Stages of babbling development (according to V.I.Beltyukov):
Stage 1 - a hereditary program of sounded articulatory movements, implemented regardless of the hearing of children and the speech of others;
Stage 2 - the formation of the mechanism of autoecholalia;
Stage 3 - the appearance of combinations of sound-syllable complexes, physiological echolalia and the transition to active speech
The utterance of these sounds is pleasant to the child, therefore his babbling continues sometimes all the time of waking (Mukhina V.S., 1999).
Oddly enough, the quality and activity of babbling is largely related to how the child is fed, namely, whether full-fledged sucking movements are performed in the feeding acts, or whether in the required volume. Artificial children, who, by now the majority of them, often lack such actions, lips and tongue do not gain sufficient strength, and most importantly - mobility and differentiation (the ability to act in different parts separately). This can play a negative role in speech development. If breastfeeding is not possible, small-hole spoons are needed. The child must work, finding food, until the beads of sweat on his forehead. Children whose tongue muscles have gained sufficient strength and mobility love to play with it. They stick it out, lick their lips, chew with toothless gums, turn it to one side and in different directions (Wiesel T.G., 2005).
Babbling is necessary to train the connection between pronunciation and hearing, in order to develop hearing control over the pronunciation of sounds (Isenina E.I., 1999). The baby is able to perceive a smile, gesture, word, only addressed to him personally. Only to them does he react with the appropriate animation, smile, sound (Tikheeva E.I., 1981).

Signs of babbling dysontogenesis:

Late onset of babbling (later than 6 months) (the appearance of babbling later than 8 months is one of the signs of intellectual disability, cerebral palsy);
Lack of babbling or any of its stages.
Poor sound content of babbling (limiting it to sounds: ma, pa, ea, ae).
Absence of syllable rows in babbling: only individual syllables are presented.
Absence of autoecholalia and echolalia mechanisms in babbling.
Lack of labiodental, anterior-, middle-, posterior-lingual consonants in babbling.
A sharp predominance of lip and guttural sounds in babbling.

Techniques for stimulating babbling.

• Moments of absolute silence are created when the child can listen to an invisible, but close source of sounds (a person's speech, melodic tune, playing a musical instrument). To induce speech imitation, one should be in the baby's field of vision, teach the child to arbitrarily pronounce at first those sounds that are in his spontaneous babbling, and gradually add new sounds and syllables that are similar in sound. It is useful to include the child in the group of babbling children (Borodich A.M., 1981)
• The baby extracts material for babbling from the environment himself, so he needs sounding toys. In addition to them, children who "ring, knock, moo, whistle, hiss ..." ).
• The unhindered development of the entire motor apparatus has a huge impact on the development of the child's language (Tikheeva E.I., 1981).
• Play with your baby while sitting face to face.
• Repeat after the child the sounds that he makes. Pause to give him the opportunity to respond to you.
• Imitate a baby babbling. Try to fully maintain the tempo, timbre and pitch of the child's speech. Draw the baby's attention to your mouth when pronouncing mouth sounds and syllables. Pause to give your child time to repeat the sounds.
• Use a combination of chains of movements with chains of syllables: while pronouncing syllables, for example, ba-ba-ba, ma-ma-ma, make jumping with the child. To do this, you can put the child on a large ball, another springy surface, or simply on your lap.
• To stimulate the lips, play with the nipple can be recommended. An adult “takes” it away from a child so that the baby will follow with his lips.
• Place the index finger on the upper lip, make stroking movements towards it from the nose (Solomatina G.N., 2004).
• During this period, it is advisable to stimulate the pronunciation of simple syllables for an adult. It is recommended to chant simple syllables and words:
• Ma-ma-ma-ma, mommy! Pa-pa-pa-pa, daddy! Ba-ba-ba-ba, grandma! Moo-moo-moo, mura! Ki-ki-ki-ki, little kitty!
• Conduct passive articulatory gymnastics.
• They stimulate the ability to localize sound in space not only to sound stimuli, but also to the name of the child. Sounds are gradually introduced, differing in height, strength, duration.
• During classes with the child, they draw his attention not only to toys, but also to the environment. They strive for the child to recognize the mother, to be alarmed at the sight of the mother's unexpectedly changed face, for example, putting on a mask or throwing a headscarf over her face. During this period, specially selected toys, different in size, color, shape, moving, sounding, become important. They strive to draw attention to the toy, to manipulate it, hide the toys in order to evoke an emotional attitude to each toy separately, to highlight the toy that is most interesting and loved by the child.
• Stroking the fingertips with a stiff brush continues for some time. Brushes should be bright and varied in color.

Literature

1. Arkhipova E.F. Speech therapy work with young children: a textbook for ped students. universities. - M .: AST: Astrel, 2007 .-- 224 p.
2. Neiman L.V., Bogomilsky M.R. Anatomy, physiology and pathology of the organs of hearing and speech: Textbook. for stud. higher. ped. study. institutions / Ed. IN AND. Seliverstov. - M .: VLADOS, 2001 .-- 224 p.
3. Borodich A.M. Methodology for the development of children's speech. - M .: Prosveschenie, 1981 .-- 256 p.
4. Isenina E.I. To parents about the mental development and behavior of deaf children in the first years of life. - M .: JSC IG Progress, 1999. - 80 p.
5. Tikheeva E.I. The development of the speech of children (early and preschool age). - M .: Education, 1981
6. Solomatina G.N. Stimulation of speech development in children with congenital clefts of the lip and palate. // Speech therapist. - No. 2. - 2004.

Humming can be defined as a stage in the development of a baby's speech, replacing screaming and preceding babbling. This type of communication occurs in a child from 2 months, ending by the 7th month of life. Humming is expressed in the quiet stretching out loud of individual sounds, mainly vowels.

In pediatrics and speech therapy, it is customary to distinguish two types of humming:

1. humming (this is the initial stage of humming, when the baby begins to pronounce short monosyllabic constructions);
2. flute (the second stage in the development of humming, in which the ability to stretch several syllables in cascading appears; develops by the 4th month of life).

There is no interethnic or international distinction in whining - children of any linguistic and ethnic environment gag in the same way. Only at the final stage of the development of this type of communication (closer to six months of life) in pronunciation can features inherent in a particular nation appear.

Humming is also typical for children who are hard of hearing or deaf.

When the babies start buzzing

Often, parents do not notice changes in the pronunciation of the baby, missing the moment when the child has the ability to pronounce individual vowel sounds. Then their speech may seem bizarre, unusual, since the sounds have an extended structure.

Such changes are noticeable already in the second or third month of life. At this age, the first communication skills are formed, when the child tries to communicate through the pronunciation of syllables, as well as simple sound structures. Pronunciation of whole words is not typical.

The structure of the gaggle changes over time - at first it can be fragmentary solo sounds, which later become smoother, melodic and continuous.

In addition to vowels, when a child walks, he can learn to speak long consonants like "m", "s", as well as the letters "b", "p". This makes speech more varied.

How parents can help with humming

Humming and babbling can be seen as ways to find new ways of communicating. Parents should take this into account, support the baby by talking to him. You can do it like this:

• always respond to the sounds that the baby makes, cheer him up;
• be friendly to speech - to smile, to show that the child is doing everything right, that his actions are pleasant to the parents;
• actively articulate when communicating;
• use gesture techniques to make speech more expressive; sometimes you can also grimace to maintain interest;
• communicate actively, clearly.

One should also make sure that the process of developing speech takes place in a calm environment, when there are no unpleasant or distracting factors.

Usually, the baby does not begin to gag in order to inform the parent about his needs or desires. Walking is perceived as a game, therefore, in order for the cognition of speech to be effective, it is necessary to create favorable conditions for this - the baby must be clean, healthy and well-fed.

What can be done if there is no humming

There is no need to worry if by the age of 2 months the baby has not started to walk - with normal development, the process of cognizing the structure of speech is individual, therefore, for some it can happen very quickly, and for others - with a delay. Temperament matters - some children start walking very early, while the rest are silent for no apparent reason.

It is necessary to seek the advice of a specialist if the child cannot walk at all by the age of 4 months. In such a situation, pronunciation of fragmentary or flowing vowel sounds is completely absent. Then any developmental disorders are likely.

It is believed that humming can be taught through simple tasks and exercises, when silence is not caused by disruptions or abnormalities in intellectual and physical growth. Lack of gurgling can be caused by a lack of communication. To begin with, the mother should talk to the baby more often, sing to him children's calm songs and lullabies. When singing, it is advisable to draw out vowel sounds so that they can be heard and remembered.

It is necessary to create the right environment in the family - to ensure peace and well-being. Under no circumstances should you quarrel near the child, as this can ruin the baby's mood and affect the development of his communication skills. Cognition of sounds begins during the game, and in an unfavorable environment around the baby, this will not be able to do this. If relations within the family improve, the child will quickly learn to walk.

Some doctors and parents recommend starting the development of fine motor skills in the hands as early as two or three months of age. Speech skills can depend on the degree of physical development, so attention should be paid to touching the baby's hands and feet. You can also give him small items to hold.

It is important not to yell at the child for wrongdoing and not force him to walk by force, as this has the opposite effect - due to fear of parents, speech skills do not develop.

It is necessary to pay attention to the intonation of communication and correct it, since by the third month children are able to distinguish shades of mood and catch the tone of the conversation.
If the child's humming has begun, it will smoothly move into the babbling stage, in which syllables and simple words are formed.

How can you develop your humming skills?

If the baby's humming is not too pronounced, you can try to speed up the development of the skill. To do this, you should:

• talking to the baby not too loudly so as not to scare him, and not too quietly so that what is being said can be clearly heard;
• maintain a friendly tone of communication;
• not to weaken contact with the child at the visual level - it is important that the position of the adult's lips and the manner of pronouncing the sound are visible (in some cases, children deliberately seek to see this);
• maintain silence in the room, as extraneous noises can stop humming, silence;
• play simple games like "sweethearts";
• copy a child's manner of pronunciation - gag and walk in response, since the imitation reflex does not fade away at the age of six months (sometimes this is a method of therapy - children include a humming recorded on a dictaphone to show them the correct model of speech development);
• gently massage the cheeks, lips, belly and chest of the child, while you can tell a children's poem or sing a song - this helps to develop a voice flow in children (it appears suddenly);
• praise the baby for success in communication, support his humming.

You can not distort words and lisp with children - incorrect pronunciation of parents becomes the reason for incorrect reproduction of sounds during humming, and in the future - syllables and words.

What to do if the child stops walking

The sudden cessation of humming, if it has not turned into babbling, should cause concern for the parents. It is better to show the baby to a specialist in such a situation in order to exclude the possibility of developmental abnormalities. This is especially true if the baby not only stopped walking, but also became lethargic, restless.

On their own, parents can help by continuing to talk with the child (expressively, emotionally, actively), copy the sounds of humming and gurgling, even if the baby does not arbitrarily pronounce them anymore. You must always maintain a favorable psychological environment around the crumbs. This helps if the condition is not caused by an intellectual or physical impairment.

What is humming every parent of a baby should know, since this is an important process of the formation of children's speech, during which the process of learning the correct pronunciation of individual vowels and sometimes consonants occurs. Appears at the age of 2-3 months. You should consult a specialist if the child is lethargic, sad, his humming suddenly stopped or it was absent initially by the age of 7 months. But if the baby is cheerful, cheerful, and also active, it is most likely that humming has not yet begun due to individual developmental characteristics.

Humming and gagging is a stage in the infant's speech development, during which the child experiments with the pronunciation of articulated sounds, but has not yet begun to pronounce any recognizable words. Babies don't necessarily go out and about when they are happy or upset. They can also chat spontaneously and continuously when emotionally calm.

When does a child start to gurgle and walk?

Humming and gurgling appears shortly after birth and progresses through several stages. A newborn baby speaks only with a cry. Then, by a month, the repertoire of sounds in children expands, and vocalization becomes more verbal. Babies usually begin to speak recognizable words when they are around 12 months old, although humming may continue for a while.

Humming and humming can be seen as a precursor to language development, or simply as vocal experimentation. These early forms of sound reproduction are the easiest for children because they contain natural, reflective, mostly vowel sounds.

Agukan is assumed to occur in all language acquisition children. Babies all over the world follow general trends in humming and gurgling. The differences that exist are a consequence of the sensitivity of children to the characteristics of the language that they constantly hear. Babies imitate the features of this language (intonation, tone, stress). Gulps the baby using consonants and vowels, which are most often found in their parent language.

Babbling consists of a few sounds. This means that the baby prepares the pronunciation of the basic sounds necessary in order to speak the language that he constantly hears.

If a child's throbbing occurs in the first year, it can be concluded that his speech is developing normally. As the baby grows and changes, the pronunciation of sounds also changes.

Babies follow a general pattern of vocal experiences during childhood. This timeline provides a general outline of expected events from birth to one year:

1. Agukanye and hum usually lasts 6 -.
2. The babbling period ends at about 12 months, because this is the age when the baby starts speaking the first words.

However, some children may show a lot of variability, and this timeline is only a guideline.

• from birth to 1 month babies produce mainly sounds of pleasure, cries for help, and reactions to the human voice;
• near 2 months babies can already distinguish between different sounds of speech and make something similar to "goose sounds", or grunting;
• near 3 months toddlers will begin to make elongated vowel sounds "oooo" "aaaa" (first agu), and will respond vocally to the speech of others. They continue to emit predominantly vowel sounds;
• near 4 months children can change their presentation and imitate the tones of adult speech;
• near 5 months the crumbs continue to experiment, trying to imitate some of the sounds pronounced by adults;
• near 6 months children change volume, pitch and speed. When babies are 6 months old, they can finally control the opening and closing of the vocal tract. Having received this ability, babies begin to distinguish between different sounds of vowels and consonants.

• near 7 months babies can make several sounds in one breath. They also recognize different tones;
• on the 8 month babies can repeat individual syllables. They mimic the gestures and tonal quality of adults. Children also reproduce a motley hum. The varied chatter contains mixtures of consonant and vowel combinations, such as "ka, yes, boo, ba, mi, bow." The variety of this babble differs from the reduplicated one in terms of the variation and complexity of the syllables formed;
• near 9 - 10 months babies can imitate speech-like sounds, not speech, if they are in the child's repertoire. When children start gagging, it already starts to sound like their native language. The general structure of the syllables they reproduce is very closely related to the sounds of their native language, and this form of humming greatly anticipates the form of the early words;
• on the 11 month toddlers imitate the inflections, rhythms and expressions of the speakers;
• by 12 months babies can usually speak one or more words. These words refer to the things they name. Children use them to attract attention or for a specific purpose. The crumbs continue to play walking sounds outside of their first words.

Modern research supports the idea that babbling is directly related to language development.

According to this hypothesis, when a baby starts to say "aha", it is a direct harbinger of language. First, children reproduce universal sounds that exist in all parts of the world and in all languages.

Reduced humming reproduces several sounds, but only some of them ("ma-ma" and "pa-pa"), having turned into "mom" and "dad", are recognized as significant and, thus, are encouraged by the parents, and the rest are not given attention how meaningless. This view is consistent with the assertion that anatomical changes in the vocal tract are very important, but implies that the social environment in which the infant is raised has a greater impact on language development.

When babies start to gurgle, they pay close attention to their parents' reactions and perceive the response as an approval of the sounds they are making. This reinforcement through reflection helps babies to focus their attention on specific features of the sound. Social feedback contributes to accelerated learning and earlier reproduction of a variety of extended words.

There is evidence that humming differs depending on the linguistic environment in which the child is brought up. It has been highlighted that babies born in French-speaking environments exhibit more upward intonation than babies raised in English-speaking environments. This is likely due to the differences between French and English intonations when speaking.

The order of consonant and vowel composing in Russian, English, Swedish, French, and Japanese babies' humming also appears to be similar to the order of their mother tongue. These results support another hypothesis, suggesting that children's babbling resembles the phonetic characteristics of the child's native language due to the impact of speech.

When children are exposed to two languages, their babbling resembles the language to which they are most exposed. The dominant language is the one that has the greatest impact on the child.

Abnormal development

Usually, all normally developing babies will babble at 6 months of age. However, infants with certain medical conditions or developmental delays may show delay or lack of humming. For example, babies with autism may experience a delay in whispering, and in some cases it may be completely absent. Walking is less common in children with autism than in typically developing children, with a smaller range of syllables created during the reduplicated babbling stage.

Going can also be delayed in children born with. The reduplication stage in children with Down syndrome may appear 2 months later than in other infants, although the production of sounds is similar to humming in normally developing babies.

Humming with deaf children

Studies have been conducted to find out if infants with hearing impairments can reproduce typical vocal sounds.

Agukanye can appear at the same age and in similar forms in a hearing and deaf child, however, the further continuation of the development of speech depends on the child's ability to hear himself. For this reason, deaf children stop babbling verbally earlier than hearing children.

Children start to gurgle if exposed to language, but vocal babbling may be delayed or absent in deaf children.

Hearing impaired children, after placing their hearing aids, begin to hear speech and babble like healthy babies.

Deaf children not only lag significantly behind in the development of spoken language, in contrast to hearing peers, but also reproduce less noise. This suggests that auditory experience is essential for the development of spoken language.

How to teach a child to gag?

To help your child increase the sensitivity of the language (understanding what he hears) and his desire to walk and gag, talk to the baby more often.

There is no right or wrong way to talk to your child. Whether you're reading a book, chatting about the weather, or describing what's on the shelf at the grocery store, it'll all be good for your child's language skills. Babies love to talk, listen to, and imitate your cues. This is how they learn to speak.

Methods of encouraging the child to "talk"

• give the child a toy and talk about it.

"Dog! This is a purple dog. Bow-wow!";

• include eye contact with your child while he is talking to you. When he talks, look the baby in the eyes, smile and answer;
• imitate a child's chatter. If you hear him mimicking the sounds you make, repeat it over and over. Repetition may seem simple and silly, but it is very interesting for the crumbs. It encourages his practice of vocalization, and also teaches the toddler that sounds are not only funny, but also a way of communication;
• ask a lot of questions.

"Should we go to the park or the playground?"

"Do you think Grandma would like this greeting card to have flowers or birds?"

Then answer yourself.

"Yes, I think Grandma would like these cute birds."

Yes, you are talking to yourself, but at the same time you are simulating a question-and-answer conversation;

• if you don't know what to talk about, tell your child what you (and he) are doing.

“Mommy is putting on a jacket! Now let's put on mittens - one, two - and a cozy hat. How about this one with purple flowers? "

Until the baby understands what you are telling him about, but over time he will start to do it.

• read books. Books are a super source of new words for a child. Reading allows the child to hear how phrases sound.

Thus, hum and gurgle are the building blocks for understanding speech and language. And even the stupidest sounds and noises help the child to practice the articulatory movements that he will need to develop his speech.

With enough practice and support from you, your baby's babbling will eventually develop into the baby's first basic words.

When a baby appears in the house, parents meet his achievements with great delight and love. For example, the baby smiled for the first time, the baby learned to hold his head, his first coup, his first crawls, and, of course, his first word- "Yeah." And in general, a kid can have a lot of achievements, there is no count of everything here.

If your baby is one and a half or two years old and he still does not say anything, do not be very upset about this, since all children are different and there is simply no certain time frame for babies in the development of speech. One toddler may say "mom" at eight or nine months, and another at 18 months.

As we know, articulation and such devices as breathing and swallowing, in aggregate, provide the process of speech formation, are responsible for the published speech in humans. The speech development process can be divided into 3 parts. The first is when the child screams, hums and babbles. The second part is when the baby already understands what is being said to him and he can gesture to indicate his questions. For example, where is dad. In the third part of the development of speech, the child can understand addresses, give accurate gestures and carry out light assignments.

It is considered normal when a baby speaks from 2 to 10 words per year. But in fact, it often turns out that a baby at the age of two prefers to be silent rather than speak.

At what age do babies begin to show their form of communication:

1 - 2 months- a newborn can intonate your cry, express your satisfaction or, on the contrary, a cry of displeasure.

1.5 - 2 months- added babbling and humming... This is when the child in a certain way combines the throat, lips and tongue, and thus makes a variety of sounds.

4 - 5 months- the first babble appears, something similar to syllables.

8 - 14 months- the baby begins to pronounce babbling words, a structure of several syllables "ma-ma", "pa-pa", "la-la", etc.

1.5 - 2.2 years old- the child says two-word sentences, for example, "give am", "let me eat" and others.

1.9 - 2.6 years- the child is interested in everyone around him and what is called, there is an active increase in vocabulary.

2.4 - 3.6 years- grammatical forms of words appear, the baby begins to change words in speech by numbers, cases, etc.

2.6 - 3.5 years - the child says actions performed by him, for example, when playing with toys.

In young boys, speech begins much later than in girls. This is due to the fact that girls are more reasonable and calmer than boys. Don't force the kid repeat words after you, for example, "say-kitty" or "say-fork". It is better to read him fairy tales, funny rhymes more often, show the child different pictures and explain who and what is depicted on them. There is a time for each baby to be different and take him for who he is.

Modern scientists have concluded that children with whom they talked more often at an early age have a higher IQ. These kids have a richer vocabulary, they know more words.

If a child under 6 months does not speak babble and does not ghoul, then there is a reason to turn to a doctor for help. The child may have a hearing problem. Also, children at an older age of one year old at 3. They can omit consonants, for example, the child says instead of a cat - kok or instead of a flag - hlag, etc. This is also a reason to turn to a specialist.