| The way you speak to your baby will help to | | | | Use simple sounds like "Ba, ba, ba, ba" or "Da, da, |
| develop both his or her receptive and expressive | | | | da, da" and progress from there. |
| language skills. The receptive language (what he or | | | | Read your baby simple nursery rhymes and |
| she understands) will be the first to evolve while | | | | songs and repeat them often to him. The |
| the expressive (what he or she can say) language | | | | repetition will delight your little one and the |
| will develop a little later. There are ways that you | | | | consistency will teach him rhyming and sounds of |
| can help both of these skills along. | | | | words and phrases. Let your baby listen to CD's |
| When talking to your baby, keep your words | | | | or music that is designed for babies. They'll |
| simple and avoid a lot of flowery words. The | | | | especially love this if you can act out the songs. |
| clearer and the simpler the better. Also try to | | | | Motion combined with the music and words will |
| speak slowly to your baby so that he or she can | | | | keep your baby interested in this little learning |
| absorb every word. If you notice that something | | | | game. |
| you said is of particular interest to your baby, | | | | It's never too early to read to your baby. Don't |
| repeat it as many times as he or she will listen. | | | | break out Tolstoy's War and Peace just yet, but |
| Talk about whatever is going on with your baby | | | | a simple book with lots of colorful pictures will do |
| and emphasize single words. For example you | | | | just fine. Don't worry if after the first couple of |
| might say, "It's time to wash your hands". You | | | | pages, baby is not interested anymore. His or her |
| might want to put particular emphasis on the | | | | attention span will increase over time. Try to point |
| word "hands" and perhaps when you say the | | | | out single, simple objects to baby in the pictures. |
| word you touch your baby's hands. Then you | | | | Once you point the object out, try asking your |
| might say, "These are your hands" and "Can you | | | | baby, "Where is _____?" |
| clap your hands?" Try to make the words that | | | | You can then guide your baby's finger to the |
| you emphasize things that would be very relative | | | | picture of ______. Pretty soon he'll be pointing |
| to your baby's everyday world or routine. | | | | to the object himself when you ask the question. |
| Remember to pause between sentences and let | | | | Give your baby time to respond. After you say |
| your baby absorb what you have just said. | | | | something to your baby or ask him a question, |
| Try to limit the usage of pronouns. The complex | | | | give him time to answer even if you know he |
| nature of words like "he", "she", or "it" will have | | | | cannot speak yet. Give him time to make even a |
| little meaning to your little one right now. Try to | | | | grunt or laugh or whatever. Giving him time to |
| be more specific and give the real names of | | | | process whatever you said will also let him know |
| items and people. | | | | that it's his turn to talk. |
| Play copy cat games. Words are built around | | | | Most importantly, don't rush your baby or feel like |
| simple combinations of consonants and vowels. | | | | there's something wrong with him or her if his |
| Try to make simple sounds and encourage your | | | | ability to communicate doesn't progress as quickly |
| baby to copy the sounds, or better yet copy | | | | as you would like. Every baby will develop at |
| whatever sounds that he makes. Show him that | | | | different rates, no two baby's development is |
| you're having fun and it's a game. Be enthusiastic | | | | exactly the same. If you do have any concerns |
| about your imitation. This will teach your baby | | | | about your baby and his or her speech |
| conversation skills as well. When you are speaking, | | | | development, discuss the concern with your |
| it's time to listen, when you pause it's time for | | | | baby's pediatrician. If there is any cause for |
| him to talk. Usually this game will begin with you | | | | concern, he can send you for an evaluation to |
| imitating his sounds, but before too long he'll be | | | | help determine what kind of help your baby may |
| trying to imitate your sounds and your words. | | | | need. |