Poor babbling, poorly modulated speech, blurry articulation. Koltsova M.M.The child learns to speak. Babbling appears
The mastery of the native language takes place in stages. Especially important for the successful development of speech is early age, since during this period of life the child masters the basic laws of the language.
Knowledge of the main speech stages will help in time to identify possible speech problems of your beloved child. Despite the fact that there are no strict standards (after all, every child develops at his own individual pace), any deviation from age norms should alert attentive parents and become a signal for a timely appeal to a speech therapist. It is better for a specialist to refute your fears than to miss the grace period for correcting the violation.
First year of life (preparatory age) is extremely important for the speech development of the child, as there is an active maturation of the speech areas of the brain. The first year is the pre-speech period, which is the foundation for the further development of speech. It can be conditionally divided into the following stages: the first (0 - 3 months) - the development of emotional and expressive reactions; the second (3 - 6 months) - the time of the appearance of voice reactions (humming and babbling); the third (6 - 10 months) - the beginning of the development of understanding of speech, active babbling; the fourth (10 months - 1 year) - the time when the first words appeared.
First stage (0 - 3 months)
Scream - the first voice reaction. The cry of a healthy child is loud and long. By 2 - 3 months of life, it reflects the state of the baby. Screaming intonations become varied. So, for example, the cry of a hungry baby is shrill and persistent, and the cry with discomfort is sluggish and expressionless. Appears "Complex of revitalization" - The simplest form of pre-speech communication with an adult in the form of a smile, general chaotic movements, sounds, visual tracking of an adult.
Second stage (3 - 6 months)
By the third month or a little earlier, humming appears. Humming - lingering quiet melodious sounds: "ah-ah-a", "gu-oo-oo", "a-bm", "boo", etc. These sounds are either easy to pronounce or associated with acts of sucking and swallowing. During the humming period, an intonation of joy appears. The baby hums when he feels good: he slept, dry and full. At 4 months, sound combinations become more complicated and new ones appear: "gn-agn", "phn", "khn", etc.
Absolutely all children have humming. Children all over the world walk in the same way: in the speech of the crumbs, you can hear the sounds of all languages. But later, the baby will select only those sounds that are characteristic of his native language.
With the normal development of a child at 4 - 5 months, humming smoothly turns into babbling. Babbling - reproduction of syllabic combinations, imitation of speech by others. The most intense accumulation of babbling sounds occurs after the sixth month. With severe speech disorders, babbling is found in children at a later age! The humming dies out among the deaf and hard of hearing!
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The third stage (6-10 months)
From 7 - 8 months to 1 year, few new sounds appear. The child many times in a row rhythmically repeats "cha-cha-cha ...", "gee-ha-gee ..." and other babbling chains, honing their pronunciation skills and at the same time listening to themselves. So gradually the quantity turns into quality. Appear babbling words, which the baby correlates with certain persons, objects, actions. "BB" - points to the car, "top" - walks, "ma-ma" - refers to mom, etc. Babble words consist of those sounds that sound close to the sounds of the native language (as opposed to the sounds of humming). Healthy children have emotionally expressive speech. In the process of communicating with adults, the baby tries to imitate the intonation, tempo, rhythm of sounding speech, to maintain the general outline of the word.
During this period, understanding of speech others. Already at 7 - 8 months, children begin to adequately respond to words and phrases, which are accompanied by gestures and facial expressions. The child turns his head in response to the questions “Where is dad? Woman?". Reacts to his own name. Knows the usual location of household items (watches, cribs ...) if they were previously shown and named. In other words, the relationship between the sound image of the word and the object begins to develop. A complete misunderstanding of the addressed speech is an alarming signal!
Fourth stage (10 months - 1 year)
The first words appear - sentence words. One and the same word can express feelings, desires and designate an object. "Mom" is an appeal, a request, and a complaint. The first words consist of paired identical (much more often) and unequal syllables: "pa-pa", "di-di", "bi-ka", etc. In this case, one syllable stands out for its volume and duration. This is how the stress is laid. Speech activity at this age is situational and depends on the emotional participation of an adult in communication. At 1 year old, a healthy baby speaks 8 - 10 words such as "kitty-kitty", "mu", "yum-yum".
1 to 3 years old (preschool age) occurs the formation of active speech because the child starts to walk. With the advent of the ability to move, ideas about the world around them rapidly expand, speech develops intensively: the baby asks what it is called. In speech, sound distortions are observed, stressed and initial syllables are used, difficult sounds are skipped, there are permutations of syllables.
By the end of the second year of life, elementary phrasal speech. When communicating with an adult, the baby combines 2-3 words, for example, “give me a drink” (give me a drink), “papa bi” (dad left), etc.
If by the age of 2.5 the child does not have elementary phrasal speech, then the rate of his speech development begins to lag behind the norm!
Grammatical categories are gradually formed (number, gender, case ...). By the age of 3, the child independently uses the most simple grammatical constructions ... When communicating with adults or peers, kids use simple sentences.
Characteristic of this period is a fairly persistent reproduction of intonational-rhythmic contours of words, for example, "kayabl" - a ship, "blue" - a pig.
By the age of 3, there is a need for word creation ... The child comes up with his own words, but at the same time uses the laws of the native language: "fingers" - gloves, "digger" - a scapula, i.e. the kid masters the basic laws of the language.
At the age of 3, the anatomical maturation of the speech areas of the brain practically ends, therefore, the favorable period in the child's speech development ends. Therefore, it is so important, in case of deviations from the age norms of speech development, to contact a speech therapist, who will conduct a comprehensive examination and, if necessary, refer to an otolaryngologist (check the hearing of the crumbs), a neurologist (to identify the features of the maturation of the central nervous system) and other specialists. All this will most reliably help to establish the causes of speech underdevelopment, prescribe complex treatment (massage, reflexology ...) and carry out speech therapy correction to achieve positive results.
Smerdova Julia,
speech therapist
08. 10. 2009
A person is already born with the ability to "sound", this is evidenced by the cry of a newborn, which becomes the first step towards communication with the outside world. This is an inborn reaction that does not depend either on the gender of the child or on the peculiarities of the language that he has to learn.
In the second or third month of life, one can distinguish between a "hungry" cry and a cry indicating pain. The types of screams differ in their constituent sounds and rhythm, close people begin to distinguish them quite quickly. Later, a cry appears to attract the attention of an adult. This cry is sometimes called false, fake, although it is better to simply realize the baby's right to attention and communication, connected not only with simple physiological needs. Over the course of months, the baby begins to show the innate ability to communicate - and gives the ladies a smile. It's not for nothing that a smile is the basis of any positive interpersonal contact!
It is important to note that it is in the first year of life that the basic movements are mastered, including the movements of the lips, tongue, and soft palate. If the baby sucks on the nipple, it is better to put it “by the cheek” (alternately, for the right and left, for 1-2 hours), so that the muscles of the lateral edges of the tongue develop. The work of the articulatory organs is consistent with breathing, with the work of the vocal cords.
At the age of about two months, the infant develops distinctly articulated sounds resembling vowels. The main thing is that it becomes noticeable that he himself gets pleasure from them. This is humming, so called because of the similarity to the sounds made by pigeons. By three to four months, humming reaches its maximum. With a positive reaction from the family, the humming intensifies and becomes more and more emotional. The humming, not supported by loved ones, gradually fades away, fades away.
The child begins to babble at the age of about six months. Babble is a short combination of sounds similar to consonant + vowel combinations. Sound complexes (something like<ма-ма> or<ба-ба>) have nothing to do with meaning. Researchers noted in babies' babbling sounds that are generally absent in Russian (nasal, guttural, aspirated). Gradually babbling becomes more complicated in several directions: more and more new combinations of sounds appear, sound vocalizations are lengthened. Various chains of syllables appear. One can note the similarity of intonation characteristic of the native language.
Babbling is different - for yourself and for others. On the one hand, the child learns to listen to himself, to measure motor and auditory reactions. But when a child notices an adult next to him, the intonation of babbling becomes more like a dialogue, the vocalizations become louder, accompanied by a smile. The babbling of a baby in the second year of life (this is especially noticeable in late-speaking children) has a slightly different character: for communication with others, the child imitates intonation and, with the help of gestures and facial expressions, achieves what he wants.
Humming (from 2 to 8 months) and babbling (from 6 to 22 months) are not words, since they do not mean anything, but this is a very important period of human development - a warning "signaling" to possible speech problems in the future. Children with reduced vision, intelligence, as a rule, pass these stages of speech development with a delay. Deaf children also babble, only gradually their babbling fades and stops. The more varied and expressive the child's babbling is, the greater the likelihood of his successful speech development in the future.
In general, an interesting pattern is noted: the sequence of the appearance of sounds in babbling is similar to the sequence of the appearance of sounds in the composition of words. The child goes through this path twice: first during the game, as a rehearsal, and then the difficult stage of mastering these sounds in arbitrary speech begins. At first glance, it seems strange that a child who babbled complex sounds (<с>, <з>, <ш>, <ж>, <л>,<р>, <р`> pb), slowly (over the course of three, sometimes five years) learns to articulate them as part of words. The point is that when babbling, there is no goal to pronounce the sound of a certain language in certain conditions. When articulating a sound as part of a word, it is required to be understood, to adjust to the standard for this, to control oneself, to measure the speech-motor efforts and the acoustic image.
The transition from babbling to verbal speech is a transition from pre-sign communication to sign communication (where the sign is a word), which coincides in time with the transition from infancy to childhood proper. Let's help our kids together!
Tatyana Markovna Margolina, teacher-speech therapist of the highest category
Scream.
Compiled by Natalia Samokhina.
The development of speech begins with the cry of a newborn. It has been proven that the cry is carried out by the subcortical structures of the brain. In the period up to 3 months, it bears an unconditional reflex character, and after it is conditioned reflex, it becomes intonationally expressive.
Up to 3 months:
Normal: a loud, clear, medium or low-pitched cry, with a short inhalation and a prolonged exhalation (ya-a-a), lasting at least 1-2 seconds, without intonation expressiveness. The scream is dominated by vowel sounds with a nasal tinge (eh, ah).
In children with cerebral palsy (dysarthria): the cry may be absent or painful in the first weeks. The cry is weak, short, high-pitched; may be shrill or very quiet, similar to sobbing or yelling (which the child usually makes on inhalation). The nasal tone of the voice is also a painful symptom. In severe cases, screaming may be absent altogether (aphonia). All of the above is noted due to a violation of the tone of the articulatory and respiratory muscles.
During the neonatal period, the cry occurs for hunger, cold, painful effects, and from 2 months on, when communication with the child is stopped or the position of his body changes. From the same age, the appearance of a cry before bedtime is noted when the child is overexcited.
From 3 months:
Normal: the development of the intonational characteristic of the cry begins: the cry changes depending on the state of the child. The baby signals to the mother differently about pain, hunger, discomfort due to wet diapers, etc. Gradually, the frequency of screaming decreases and humming appears instead.
Pathology: the cry remains monotonous, short, quiet, little modulated, often with a nasal tinge. The intonational expressiveness of the cry does not develop: there are no differentiated intonations that express shades of joy, discontent, and demands. Shouting is not a means of expressing the child's state and desires.
At subsequent stages of development, the cry begins to acquire the character of an active protest reaction. So, at the age of 6-9 months, the child screams in response to the appearance of strangers. By the end of 1 year, the child screams loudly in response to the fact that this or that item was taken away from him. By shouting, he expresses his protest against the attitude to dressing, delay in feeding, etc. A cry arises as a habitual reaction to any unpleasant stimulus that has once affected it. This can be cutting your nails, bathing, etc. It is characteristic that these negative emotional reactions, which have arisen as combined reflexes, are quickly consolidated in children with cerebral palsy.
Liter:
1. Mastyukova EM, Ippolitova MV Speech impairment in children with cerebral palsy: Book. for a speech therapist, M .: Education, 1985.
2. Prikhodko OG Early assistance to children with motor pathology in the first years of life: Methodological guide. - SPb .: KARO, 2006.
Humming.
Compiled by Anastasia Bochkova.
Gulenie is a kind of pre-speech vocalizations of a child in the first months of life, which include lingering quiet melodious sounds or syllables: "ah-ah-ah", "ha-a", "gu-u-u", "a-gu" and etc. Usually appears at the end of the first - beginning of the second month of life and is noted until babbling occurs (up to about six to seven months) (S.Yu. Meshcheryakova)
Spontaneous short buzzing sounds in children with cerebral palsy appear with a delay of 3-5 months, and in some children they appear only by the end of the first year of life. The pathology of vocal reactions in children with motor impairments can be expressed in varying degrees: in the form of complete absence or inferiority, specific features of the pronunciation of humming sounds. The complete absence of vocal reactions is observed only in children with severe damage to the nervous system. The inferiority of vocal reactions is manifested in the absence or poverty of the intonational expressiveness of humming, the absence of even elements of self-imitation, poverty and monotony of sound complexes, the rarity of their occurrence. The monotony of sounds is combined with their specific pronunciation: the sounds are quiet, indistinct, often with a nasal tinge, not corresponding to the phonetic units of the language.
Most often, children from 3 to 6 months produce undifferentiated vowel sounds and their combinations: [a], [s], [e], [ue], [eo], [uh], and back-lingual sounds [g], [ k], [x], are absent, since the participation of the root of the tongue is necessary for their articulation, which is extremely difficult in children with cerebral palsy due to its tension and limitation of mobility. These sounds have no intonation coloration. Most children need constant stimulation to make the sounds of hooting.
Individual undifferentiated sounds represent humming elements. However, they are short, devoid of melodious sound. Back-lingual sounds ("g", "k", "x") are often absent in humming, since the participation of the root of the tongue is necessary for their articulation, which is difficult due to its tension and limited mobility.
With pseudobulbar symptoms, vocal education and crying disorders persist. With spasticity of the articulatory muscles, an increased tone of the tongue and lips appears. The tongue is tense, the tip of the tongue is not pronounced, the lips are tense, which causes limitation of voluntary movements during articulation.
With hypotension, lethargy of the masticatory and facial muscles of the articulatory muscles is noted. In children, it is inactive, as a result of which the mouth is half-open. In the case of dystonia, the muscles of articulation constantly contract, which is accompanied by hyperkinetic components.
In children with cerebral palsy, muscle hypertension is reflected in the pathological symptoms of the asymmetric cervico-tonic reflex. Pathological growth of tone in the muscles of the tongue and lips, severe hypertension or hypotension, absence of voluntary movements of the organs of articulation, postural activity, friendly movements, voluntary manual motor skills are clear indicators of a delay in the formation of motor activity, as well as in the appearance of chain rectifying reflexes.
At the age of 6-9 months, most children have extremely low humming activity.
Children with severe damage to the articulatory apparatus have no vocal activity for a long time. The time of emergence of self-imitation in humming varies from five months to a year, which is significantly behind the norm. For many children, self-imitation in humming is not observed at all.
Due to the fact that in children with cerebral palsy, humming sounds are monotonous and inexpressive, they cannot serve as a means of communication with others, which in turn negatively affects the process of forming the need for verbal communication and leads to a delay in mental development in general.
It should also be noted that the low humming activity inhibits the development of the speech-motor and speech-auditory analyzers.
Liter:
1.Arkhipova E.F. Corrective work with children with cerebral palsy. Pre-speech period: Book for a speech therapist. - M .: Education
2. Badalyan L.O., Zhurba L.T., Timonina O.V. Cerebral palsy. - Kiev: Health, 1988
3. Prikhodko O. G. Early assistance to children with motor pathology in the first years of life: Methodological guide. - SPb .: KARO, 2006
Babbling.
Compiled by Shahina Maria.
Babbling is essential in the development of speech. During babbling (6-9 months), individual articulations are combined into a linear sequence, which is considered an essential mechanism of syllable formation. Babbling is the repetition of syllables under the control of hearing. Thus, during the babbling period, the auditory-vocal integration necessary for speech is formed.
The child first repeats sounds, as if imitating himself (autoecholalia), and later begins to imitate the sounds of an adult (echolalia). To do this, he must hear sounds, select the most frequently heard and simulate his own vocalization. The stage of canonical vocalization is characterized by the repetition of two identical syllables (ba-ba, pa-pa, ma-ma, yes-yes). In addition to the typical repeated syllables, the child also pronounces individual syllables and vowel sounds. In babbling, each sound is articulated as you exhale, that is, coordination between breathing and articulation is trained.
During the babbling period, the child's general motor skills are further improved: the functions of sitting, crawling, grabbing objects and manipulating them are formed. A close connection was found between the severity of babbling and general rhythmic repeated motor reactions. It was found that the general rhythmic physical activity stimulates the development of babbling.
From about 6-7 months babbling becomes socialized. The child babbles more when communicating with an adult. He listens to the speech of others. Gradually begins to use vocal responses to attract the attention of others.
A characteristic of a healthy child of this age is that the pronunciation of sounds becomes a type of his activity. At the same time, a healthy child begins to develop an initial understanding of addressed speech, he begins to pay more attention to the movements and actions of an adult and understand their meaning.
During this period, the child can simultaneously look at the object and utter babbling sounds. He kind of listens to both himself and the adult at the same time, "speaks" to himself, but also to his environment.
Children with cerebral palsy usually have no or extreme rudimentary babbling. The sounds they make are monotonous, intonationally inexpressive. The child cannot arbitrarily change the pitch and volume of the voice.
Most often, vowel sounds a, e and labial-labial consonants m, n, b are present in the babbling of children with motor impairments (if violations of the tone of the circular muscle of the mouth are not expressed). The most characteristic in babbling are combinations of vowels a, e with labial-labial consonants: pa, ba, ma, ama, apa. Rarely are labiodental, anterior, middle, and posterior lingual sounds in babbling. There are almost no contrasts of consonant sounds: voiced to voiceless, hard to soft, stop by slit.
The uttering of individual sounds is often accompanied by a general increase in muscle tone, the appearance of violent movements. The reaction to the addressed speech is manifested by poor sound complexes, devoid of emotional coloring. Most often, the vocal activity of children during this period is at the level of humming. Self-imitation in humming is just beginning to develop. The desire for onomatopoeia is usually absent or slightly expressed.
Sound activity is extremely low. The child does not try to contact others through sounds. This is combined with impaired motor development: by the end of the year, the child usually does not sit or sits unstably, does not stand, does not walk, does not crawl, he has no or weakly expressed objective and manipulative activity. In the motor sphere, disorders characteristic of infantile cerebral palsy are revealed in the form of pathology of muscle tone, the presence of postural reflexes, and lack of coordination of movements.
Liter:
1.Mastyukova E.M., Ippolitova M.V. Speech impairment in children with cerebral palsy: Book. for a speech therapist. - M .: Education, 1985.
2. Prikhodko O.G., Early assistance to children with motor pathology .: Methodical manual. С - SPb .: Publishing house "KARO", 2006
3. Smirnova E.O., Child psychology: Textbook for universities. 3rd ed., Rev. - SPb .: Peter, 2010. - 299 p.
First words.
Compiled by Marina Mironenko.
With the appearance of the first words in the child, the stage of formation of active speech begins. At this time, the child develops special attention to the articulation of those around him. He very much and willingly repeats after the speaker and pronounces the words himself. In this case, the baby confuses sounds, rearranges them, distorts, lowers.
The first words of the child are of a generalized semantic nature. With the same word or sound combination, he can denote an object, and a request, and feelings. You can only understand a child in a specific situation.
Individual timing of speech appearance varies considerably. Thus, the majority of dysarthric children in the second year of life are at the pre-speech level of development. At the beginning of the second year, they have a decrease in the need for verbal communication and low vocal activity. The child prefers to communicate with gestures, facial expressions and shouting. Typically, these children speak only a few words, and sometimes they are delayed in developing an initial understanding of addressed speech.
The age-related dynamics of speech development in children with dysarthria depends on many factors: localization and severity of brain damage; early onset, systematicity and adequacy of correctional speech therapy work; the state of the child's intelligence.
During the first three years of life, children with cerebral palsy and motor disorders have the slowest rate of speech development. In the second year of life, the development of general motor skills usually outstrips the development of speech. Children begin to pronounce their first words at about 2-3 years old. By the end of an early age, only a few of them communicate with others using simple and short sentences of 2-3 words.
With the systematic conduct of correctional speech therapy classes by the end of the 3rd year of life, the rate of speech development begins to outstrip the rate of development of the child's general motor skills.
Phrasal speech, usually, is formed by the age of 4-5, and in the older preschool age (5-7 years) its intensive development takes place. As a rule, children do not realize their speech abilities in communication (they give one-word stereotyped answers to the questions asked).
The active vocabulary at an early age grows extremely slowly, the passive vocabulary significantly surpasses it, speech remains poorly intelligible for a long time. The connection between word, object and action is established with difficulty. Due to the inaccuracy, unsystematization, and often erroneous knowledge and ideas about the environment, the child's vocabulary decreases and its formation is slow. Children do not have the necessary linguistic means to characterize various objects and phenomena. The stock of words denoting actions, signs and qualities of objects is especially limited in such children.
Limitation of speech communication, impaired auditory perception and attention, low speech activity and underdevelopment of cognitive activity cause serious violations in the formation of the grammatical structure of speech, as a result of which grammatical forms and categories are learned with difficulty. Children find it difficult to use the correct case endings, to coordinate words in a sentence and when constructing sentences.
Children with dysarthria have insufficiently developed phonetic side of speech. At an early age, many sounds are missing. Subsequently, some of them are pronounced distorted or replaced by similar ones in articulation. Children with this disorder are characterized by pathological assimilation of phonemes (the sequence of their assimilation does not coincide with the same sequence under normal conditions).
Thus, children develop defective articulation patterns, which are fixed in the future as the pathological speech stereotype is formed. And most children have violations of phonemic perception.
Liter:
1.Arkhipova E.F. Corrective work with children with cerebral palsy. - M., 1989.
2. Balobanova V.P., Bogdanova L.G., Venediktova L.V. and other Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution. - SPb .: Childhood-press, 2001.
3. Prikhodko O. G. Early assistance to children with movement disorders: Methodological guide. - SPb .: Publishing house "KARO", 2006.
Baby babbling is a stage of pre-speech development. Before proceeding to it, it goes, and after that the first words and even phrases appear. Chronologically, babbling takes place in the second half of the first year - it appears at about 6-7 months and is replaced by the next stage at the beginning of the second year of the child's life.
Baby babbling: features of the stage of pre-speech development
When we talk about baby talk, we mean syllabic vocalizations. In open syllables, the child expresses his requirements and desires, and often just “plays”. Pediatricians note that the babbling of a child goes hand in hand with the child's object-manipulative activity. Over time, syllable chains become more and more diverse: they include not only the same (ba-ba; ma-ma; pa-pa, etc.), but also different types of syllables (ta-tu, bu-ba, etc.). etc.)
- At the beginning, the composition of a child's babbling is varied, although rather chaotic: the nature of sounds and their sequence is rather difficult to determine. Over time, the baby has "favorite" sounds - the composition of babbling becomes impoverished, but the "phrases" become stable and even begin to denote something specific.
- At the age of 8.5-9 months, the baby's babbling changes its character, pediatricians call the later babbling "modulated" or "melodic". Please note that the child is already able to imitate - he diligently repeats the intonation of an adult and reproduces a sequence of sounds.
Regardless of the child's linguistic environment, in babbling speech, the most common sounds are P, B, T, M, D, N, K, G, S and X.] Most often these are open syllables that are easy to pronounce in a chant.
was successful, the parents should help him at every stage of its development. In the case of babbling, the child also needs help. - In order for the baby to hear the sounds pronounced by adults, it is very important to create the right atmosphere - the room should be quiet, the child should feel comfortable and calm.
- The active development of baby talk is facilitated by the gradual enrichment of the sound environment - introduce the child to new sources of sounds: audio recordings, etc.
- Use the mutual connection between different forms of activity: encourage, physical activity, socialize the child, allowing him to "talk" with peers.
- Maintain contact with your child - “talk” to him in his language, making eye contact to concentrate and stimulate the mimic reflex of the baby.
- Try to make the child constantly hear speech and understand its connection with different objects - talk with the child, encouraging him to enter into an interesting dialogue with you.
A special place in the development of a child's babbling is given to training the muscles of the lips and cheeks.
Many parents note that the baby's babbling stage is one of the most beloved and fun - these are amazing moments of conscious communication with the baby, laying a solid foundation for a strong psycho-emotional connection between you!
Babbling
Lepet, or "babbling speech," is the stage of a child's pre-speech development, following the humming and preceding the appearance of the first words and phrases. It appears around the end of the first - beginning of the second half of a child's life and lasts until the end of the first year.
Later stage (at the age of 8.5-9 months) - " modulated babbling"Or" melodic babbling ", when the child is already able to repeat the intonation and sequences of sounds as a repetition of the speech of an adult. At this stage, using open syllables, the child already begins to designate objects of the outside world with them.
see also
Notes
Links
- Babble (Developmental Psychology. Dictionary / Edited by A. L. Wenger)
- Primary vocalizations, humming and babbling (Psycholinguistics: general course)
Wikimedia Foundation. 2010.
Synonyms:See what "Babbling" is in other dictionaries:
Babbling, babbling, many others. no, husband. 1. Incoherent, unclear speech. Baby talk. Infant babble. || Gentle chatter, light conversation (poet.). "Their languid gaze, welcoming babble no longer have power over me." Pushkin. 2. transfer. Indistinct, light noise, sound ... Ushakov's Explanatory Dictionary
Ex. babbling babbling Dictionary of Russian synonyms. Context 5.0 Informatics. 2012. babbling n., Number of synonyms: 7 buttology ... Synonym dictionary
babbling - Babbling, babbling, colloquial babbling ABOVE, colloquial. babble ... Dictionary-thesaurus of synonyms for Russian speech
BELLS, eh, husband. Disjointed, unclear speech (of a child). Children's l. (also trans .: about what n. unintelligible, unconvincing). Gentle l. L. Brook (trans.). Ozhegov's Explanatory Dictionary. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 ... Ozhegov's Explanatory Dictionary
Babbling - a kind of pre-speech vocalizations of a child, appearing at the end of the first beginning of the second half of life. It represents various combinations of repeating syllables or individual syllables such as "ta ta ta", "ba", "ma", etc. Are used ... ... Encyclopedic Dictionary of Psychology and Pedagogy
babbling - a, m. 1) Wrong, incoherent, unclear speech of the child. Who is the first smile and the first baby talk to? (Mamin Sibiryak). 2) Indistinct muttering; unintelligible reasoning, explanation, etc. Why now sobbing, unnecessary empty praise ... Popular dictionary of the Russian language
Babble - Sounds that babies make, possibly produced without the intention of expressing any meaning. When babbling gradually begins to include sounds typical of the child's speech environment and is used for communication, various ... ... Explanatory Dictionary of Psychology
Baby babbling [on the lawn]. Spread. Nebr. What is L. meaningless, very simple, not serious. ZS 1996,335,378; Vakhitov 2003, 46 ... A large dictionary of Russian sayings
babbling - see: Baby talk on the green lawn ... Dictionary of Russian argo
babbling - LITTLE, a, m The language phenomenon of a child's speech: incoherent, unclear, incorrect. The speech of children of the first year of life is "humming" and babbling ... Explanatory dictionary of Russian nouns
Books
- Baby talk, Larisa Maksimova. Volodya Chernov suggested that I write the rubric Baby Babble in the Story magazine he runs. Namely, to take from children whose parents are stars, interviews about their difficult childhood. I'm sluggish ...
