The Language and Speech

The language and speech is one part of the intellectual education.

The development of the child’s language and speech between 2 and 3 relies solely on the help of the parents and their activities to encourage speech and language development. Their task is to:

  • use mother tongue as a pattern of communication,
  • read the books with the child and name the characters, objects and activities,
  • develop the memory in a natural way and encourage the child to recall previous experiences,
  • encourage the child to concentrate on a certain activity and to complete it,
  • encourage the child to talk in various real life situations,
  • encourage the child to ask questions and provide simple answers,
  • teach the child to carry out basic orders,
  • narrate the fairy tales and short stories to the child and add pictures,
  • ensure that the child expresses himself by using words rather than gestures,
  • teach the child basic verses and encourage him to remember them.

The language level of the child between 3 and 4 should ensure that he easily:

  • names the most encountered persons, animals, plants, objects, activities and phenomena,
  • solves puzzles and riddles (using specific objects or distinct pictures),
  • listens to the fairy tales reproduced in the verbal form of the standard language,
  • distinguishes between various sounds using his hearing,
  • pronounces the phonemes clearly (using various pictures for help – the bee makes the “bzzz” sound, the train makes “choo-choo”, the car makes “toot-toot”, the donkey makes “hee-haw”...),
  • reproduces a simple text with assistance.

Within the scope of the acquired language and speech skills, the child between 4 and 5 should know how to:

  • name the most encountered persons, objects and phenomena properly,
  • use and understand growing number of words and understand their meaning,
  • use adjectives and verbs (e.g. the Little Prince is drawing a picture of boa constrictor...),
  • play with words based on how they sound, their rhythmical and semantic attributes (e.g. to find the similar sounding words (they do not have to rhyme), for example a bat – a cat, Bobby – Robbie, itsy – bitsy ....),
  • solve the problems using specific objects, pictures and riddles and describe and give verbal reasons of this solution (e.g. the sweater is put on a shirt, or the shirt comes first and then the sweater etc.),
  • discern the intensity and duration of various tones and sounds with hearing (feeble and intense knocking, long and short ringing of the bell...),
  • discern the articulated speech and be responsive to where the sound comes from, the source of the sound (who is speaking), prosodic features of speech (pause, volume, pitch, length and speed of the phonemes, syllables and words),
  • pronounce the phonemes and syllables (fricatives and gradually even phoneme the “r”),
  • reproduce a simple text with the assistance of questions,
  • listen to the fairy tales reproduced in the verbal form of the standard language,
  • gradually establish a dialogue and listen to the speaker.

The language and speech capabilities of a child between 5 and 6 should be developed to the extent that the child can:

  • actively utilize the vocabulary, the words identifying objects, phenomena, activities and the words describing ideas, emotions or wishes,
  • naturally use all parts of speech (the nouns and adjectives, the verbs, pronouns, numerals, prepositions and conjunctions...),
  • perceive and understand the common and different traits of standard vocabulary and dialects,
  • discern the sound of a phoneme at the beginning and the end of the word,
  • divide the word into syllables and determine the first and the last syllable and phoneme,
  • pronounce all of the phonemes and syllables correctly,
  • use the complex sentences and compound sentences,
  • create antonyms and diminutives,
  • understand humor and riddles
  • create plural nouns using the singular form,
  • recite a poem,
  • determine basic traits of the fairy-tale characters in the TV and talk about them,
  • come up with a short story based on a picture,
  • establish and maintain a dialogue without turning it into a monologue.

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