Language Stimulation Techniques to Help Your Toddler Talk: Receptive Language

I have recently written an article on simple language stimulation techniques for toddlers, ways in which you can help your toddler talk. I was able to get in some basic information but there is just simply so much out there when it comes to speech and language that I'd like to break it down in a few articles. This way, I can delve in more deeply with my explanations. This article will focus on Receptive Language, which is basically how your child is understanding spoken words.

In order for a child to look at a ball on the floor and exclaim "ball!" while going over to get it, they have to understand that the word "ball" goes with this specific round item. If your child does not understand this, then they will not spontaneously come on out and say the word "ball" meaningfully. They may very well imitate the word for you. If you hand them a ball and label it, they may say the word "ball" back to you. Imitation is wonderful. This is how children increase their vocabulary. They listen to words in their environment and repeat them back. Spontaneous language is what we all strive for, though. When a child can come out on their own and label items and let you know what it is they want and need with no prompt from you, then this is meaningful, reciprocal (back and forth) communication. They ask you for something (i.e. "ball") and you can then hand the object to them. In order to have good Expressive Language (words and gestures to communicate), a child has to have good Receptive Language (understanding).

A wonderful way to test your child's understanding is to ask them questions. If your child is approximately 12 to 18 months old, you can ask them such questions as "where's the book?" or "where's the ball?" If they have a favorite toy, you can ask them where that toy is. See if they look toward that object, or if they go and get it for you to see. If you say such things as "it's time to go outside," see if they go to the door, or go to get their shoes. Ask them where particular body parts are. It may be easier for them to show you on a doll or on your body if it's a facial body part. "Where's Mommy/Daddy's nose?" is a good example. Ask them where particular pictures are in a familiar book and see if they'll point.

Around the age of two, two and a half, your child should be able to follow more complex directions. A few examples would be "look behind you," "Put your milk on the table," or "go get your shoes." You should also notice they are able to follow two-step directions around this age. "Get your shoes and bring them to Mommy/Daddy," Get your ball and roll it," are some good examples.

When you are going to ask your child to follow a direction, be sure that you are not giving them any visual cues to go by. If you say "wave bu-bye," make sure that you are not waving as you ask them to do so. If you are showing them how to do this movement, then they very well could be imitating your motor movement instead of following your verbal direction. If you say "go get your ball," don't point to where the ball is. They could visually follow where you are pointing which may help them to find the ball.

This being said, if you notice that your child is having a hard time following directions, then visual cues absolutely can help. Ask them to follow a direction first with no visual cue. If they are confused, then ask the same question, only this time, add that visual cue to see if it helps your child. If it does not, then ask the direction for a third time as you are showing them how to follow it. Be sure that your child is paying attention to you. When you have their full attention, this is when you will know whether they are having trouble understanding your words, or if they simply want to be off doing something else. An example: "Get your shoes." First, say this with no visual cues. If you have your child's attention, and they look confused, then say "go get your shoes" once again, but this time point to their shoes. Hopefully they will follow your cue and what you are asking will click. If it does not, then say "get your shoes" as you lead your child to their shoes. Once you pick them up and show them, say the word "shoes" a few times. The more you introduce a word, the more you repeat it, the more likely your child will be to eventually understand.

The more your child understands spoken language, the more likely they will be to speak themselves. Throughout your day, ask your child questions, and have them follow directions. Praise them when they show they understand to let them know how happy you are.