Видео как разговаривают дети в 2 года: Как научить говорить 2-летнего малыша? ТОП-30 советов!

9 Сентября 2017

Как развивать речь и научить ребёнка говорить от 1 до 2 лет и старше, какие выполнять упражнения. Подробный план занятий, основанный на личном опыте.

Существует множество теорий о том, как мы обретаем речь. Знаменитый лингвист Ноам Хомски убежден, что мы рождаемся с заранее загруженным программным обеспечением для речи. Этот «пакет программ» он называет универсальной грамматикой. Как только речь появилась, она, как правило развивается быстро. Если рассчитать с рождения, у нас получится, что новые слова усваиваются со скоростью три слова в день. Этот «проект» требует длительного времени для своего завершения.

Детям, помимо лексики, необходимо овладеть звуками языка (фонемы) и научиться понимать социальное значение слов (экспрессивное намерение). Младенцы отслеживают эти параметры языка в удивительно раннем возрасте.

Человеческое обучение в его наиболее естественном состоянии — это прежде всего опыт взаимодействий. Интеллект развивается не в капсулах машин, а в теплых объятиях любящих людей. Джон Медина

Что мы можем сделать как родители

Говорите со своим ребенком как можно больше — это один из самых очевидных результатов многочисленных исследований, посвященных развитию детей.

Связь между словами и умом была обнаружена в результате одного весьма экстравагантного исследования. В ходе эксперимента специалисты вторгались в жилища семей каждый месяц в течение трех лет и фиксировали каждый аспект вербальных коммуникаций между родителями и их детьми. Они измеряли величину словарного запаса, его разнообразие, прирост, частоту речевых взаимодействий и эмоциональное содержание речи. Благодаря этому исследованию, в котором участвовало более 40 семей, было сделано 2 важных вывода:

• 
  Количество и разнообразие слов имеют значение. Золотой стандарт 2100 слов в час. Разнообразие произносимых слов практически так же важно, как количество произносимых слов. Вы можете усилить языковые навыки следующими итерациями: посмотреть на младенца, подражать его смеху, звукам и выражению лица, поощрять его попытки говорить своим повышенным вниманием. Дети, чьи родители говорили с ними в позитивной манере, богатым языком и регулярно,знали в два раза больше слов, чем дети,с которыми разговаривали только при необходимости! 

• Беседа повышает IQ. Если с детьми разговаривают в начале их жизни, это тоже повышает коэффициент их интеллекта, как показывают исследования даже после вычета влияние такого важного фактора, как достаток семьи. К трем годам коэффициент интеллекта выше в 1,5 раза удетей, с которыми активно общались родители.

Что говорить и как говорить 

Хотя многим может показаться, что 2100  слов в час это слишком много, но такова средняя скорость беседы. Чрезмерная стимуляция может быть настолько же вредна для развития мозга, как и недостаточная, важно следить за признаками усталости у ребенка. И никакие даже самые элементарные высказывания не стоит считать чересчур глупыми. «Сейчас пойдем кушать вкусную кашу». «Посмотри какие зеленые листочки распустились на деревьях». «Сейчас мы тебе будем менять памперс». Просто возьмите в привычку комментировать происходящее.

Парентез — это специфицеская форма речи, в которой родители по всему миру говорят с детьми. Она привлекательна для уха ребенка. Для парентеза характерны высокая тональность голоса и напевность с растянутыми гласными. И хотя родители, когда говорят в такой манере, не всегда осознают это, но такая речь помогает мозгу ребенку учиться. Почему? Потому что гораздо легче понять человека, замедляющего речь. 

Родители при этом делают звук каждой гласной более различимым. Такое акцентирование позволяет ребенку слышать слова как отдельные единицы речи и лучше их различать. Напевный голос помогает младенцам разделять звуки на контрастные категории. 

Дети, с которыми разговаривают с рождения в такой манере произносят первые слова в 7-9 месяцев, предложения в возрасте около 10-16 месяцев.

Младенцы совершенно точно способны начать взаимодействие со взрослыми через 42 минуты после рождения. И еще бессловестные крохи обрабатывают огромное количество вербальной информации, хотя в это сложно поверить.

Личный опыт и упражнения по развитию речи

Из личного опыта Марины Ницуленко. «…С сыном я начала заниматься практически с рождения: мини-развивайки по 2-3 минуты несколько раз в день, эмоционально читала книжки с 1,5 месяцев каждый день, ежедневно на качельках пропевала алфавит на мотив детских песенок, носила в кенгуру и всё комментировала. Муж в шутку называл меня навигатором.

Говорить Максим начал предложениями в 1 год и 7 месясев. Причем сложными с «потому что и поэтому». 

Что конкретно мы делали для развития речи (упражнения):

1. 
   Артикуляционная гимнастика перед зеркалом. Утром и вечером во время умывания. Висела у меня шпаргалка, мы делали пока ему хотелось. Например,»Села муха на варенье, вот и всё стихотворение. Покажи как ты язычком варенье слизываешь с губок, а как муха жужжит.» Или язычок идет в гости к носику, тянем язык к носу, как можем. Я взяла те, что можно обыграть и меняла периодически.

   
   

2. 
   Звукоподражание. Игра типа «Угадай,кто я «. Показываем и звучим, как выбранное животное, ребёнок угадывает и повторяет. Шипим как змея, жужжим, как пчела, звеним, как комар, мычим, как корова, лаем, как собака, гогочем, как гусь, кулдычем, как индюк, рычим, как лев.

   
   

3. 
   Дуем мыльные пузыри много и часто!!!! Дуем на свечку, на перышки, на бумажный кораблик на воде и т. д.

4. 
   Делаем бурю в стакане. Дуем в трубочку, чтоб вода расплескивалась.Так мы выучили шторм, цунами, буря.

5. 
   Ловим рыбу. Рисуем из тетрадной бумажки рыбку и ловим ее трубочкой для коктейля. Вдыхаем воздух, рыбка держится и переносим улов в игрушечное ведерко. Это сложно, нужна тренировка.

6. 
   Гонки карандашами. Ставим карандаш на стол, дуем, чтоб он скатился со стола. Поддавайтесь ребёнку, чтоб не расстраивался.

7. 
   Поём песенки Железновой. Альбом «гав, мяу». Там часто повторяющиеся слоги, учат ребенка постепенно говорить.

8. 
   Надуваем щеками воображаемый шарик, потом лопаем. Бах.

9. 
   Много лепим, так массируется центр речи на ладошке. Тестом, восковым, пластилином.

10. 
    Массаж ладошек шишкой, грецким орехом, массажным мячиком с иголками. У Железновой есть подпевка на эту тему «Катится колючий ежик, нет не головы не ножек….»

11. 
    Пальчиковые игры. Чем проворнее пальчики, тем лучше речь. Сначала показываем на своих пальчиках, потом своими руками ребенку, затем малыш повторяет сам. Например катим кулак «Катилось яблочко по огороду и упало прямо в воду. Буль» или «На двери висел замок , кто его открыть бы смог. Мы немного покрутили. Мы немного постучали. Мы немного потянули и открыли «Пальцы сцеплены в замок, дальше по сюжету. Хорошие игры у Лены Даниловой. Есть в свободном доступе.

    
    

12. 
    Развиваем мелкую моторику. Перекладываем щипцами грецкие орехи в лоток для яиц, пипеткой воду из емкость в емкость, ложкой мячики в тазик, пинцетами подкрашенные ватные шарики в тарелочки по цветам и т. д. Такие движения сложно даются ребенку, тренируется пинцетный захват. (Большим и указательным пальчиками). Колоссально полезно для речи и письма.

13. Часто признаемся друг другу в любви, как влюбленные рыбки. Это наша семейная традиция. Всасываем обе щеки внутрь, чтоб губы получились, как у рыбки и целуемся.
    

И в завершении хочу сказать ,что у моего сына не было проблем ни с единым звуком. Он сразу начал выговаривать все звуки правильно, но ошибался по началу в склонении и окончаниях. Мы делали с 8 месяцев только то, что я описала выше. Когда речевой аппарат подготовлен,ребёнок быстро заговорит…»

Одна важная вещь! Всему свое время, ваш ребенок уникален и прекрасен. Многие родители считают, что дети не стараются заговорить, потому что их и так понимают без слов. В этом есть доля правды, если имеет место гиперопека и родители каждый раз предвосхищают желания ребенка, в остальных случиях — нет. Малышам не сладко от осознания того, что они уже многое понимают, но выразить словами не могут, часто они злятся и раздражаются если родители не могут их понять. 

Наша задача не создавать ребенку психологических барьеров («Говори, говори словами, я тебя не понимаю, мама уже говорила в твоем возрасте» — любимые фразы раздраженных родителей неговорящих двухлеток), а стимулировать речевые навыки и поддерживать именно вашего ребенка в его стараниях. Занимайтесь вместе и в удовольствие!

Подбор книжек по развитию речи.

Научные факты и исследования из книги Джона Медина «Правила развития мозга вашего ребенка».

90000 Your child’s talking timeline | BabyCenter 90001
90002 From that first coo to the full play-by-play of their day at school, children’s language skills usually develop in an orderly fashion. Here’s an idea of ​​what to expect when — but it’s perfectly normal for a child to hit these milestones a little early or a little late. 90003
90004 Baby 90005
90006 90007 90008 90009 90010 Birth to 3 months 90011 90012 90009 90002 Makes quiet cooing sounds when pleased. These are typically a single vowel, like 90015 ahhhh 90016.90003 90012 90019 90008 90009 90010 2 to 3 months 90011 90012 90009 90002 Cries differently in different situations. As you get to know your baby, you may be able to distinguish a hunger cry from the cry he makes when he’s tired, for example. 90003 90012 90019 90008 90009 90010 3 to 4 months 90011 90012 90009 90002 Vocalizes mostly vowels, but cooing becomes a little more sophisticated, with more varied sounds. Begins to babble, making sounds like «muh-muh» or «bah-bah» 90003 90012 90019 90008 90009 90010 5 to 6 months 90011 90012 90009 90002 Practices intonation by making her voice rise and fall, often in response to baby talk and your facial expressions.90003 90002 90010 Red flag: 90011 If your child is not making vocal sounds by the time she’s 6 months old, talk with her doctor. 90003 90012 90019 90008 90009 90010 7 to 12 months 90011 90012 90009 90002 Babbles with greater diversity, making new sound combinations and intonations. Tries to imitate your speech with phrases like «bah-BAH-bah» or «dee-dee-dah.» Has pretend conversations with you, taking turns «talking.» 90003 90002 90010 Red flag: 90011 If your child is not making both consonant and vowel sounds by age 7 months, talk with his doctor.90003 90012 90019 90068 90069
90004 Toddler 90005
90006 90007 90008 90009 90010 12 months 90011 90012 90009 90002 Says his first word. Knows one or more words well enough to use them. 90003 90012 90019 90008 90009 90010 14 months 90011 90012 90009 90002 Uses inflection (for example, raises her voice at the end of a question, like, «more?») And makes hand gestures to complement her speech. 90003 90002 90010 Red flag: 90011 If your child is not saying any words by age 15 months, bring it up with her doctor.90003 90012 90019 90008 90009 90010 16 months 90011 90012 90009 90002 Talks 90015 to 90016 someone much of the time as opposed to just babbling to no one in particular. Calls you to get your attention ( «Mommy!»), Nods and shakes head for yes and no. Makes many common consonant sounds, like 90015 t, d, n, w 90016, and 90015 h 90016. 90003 90012 90019 90008 90009 90010 18 months 90011 90012 90009 90002 Has a vocabulary of about 10 to 20 words, including names ( «Mama»), verbs ( «eat»), and adjectives ( «cold»).Uses common phrases ( «want doll») to make requests. 90003 90012 90019 90008 90009 90010 18 to 24 months 90011 90012 90009 90002 Starts putting two-word phrases together for more novel purposes ( «Daddy go,» «milk mess»). 90003 90012 90019 90068 90069
90004 Preschooler 90005
90006 90007 90008 90009 90010 24 months 90011 90012 90009 90002 Knows 50 to 100 words. Uses short, two- or three-word sentences and personal pronouns ( «I fall down!» «Me go school?»). 90003 90012 90019 90008 90009 90010 2 to 3 years 90011 90012 90009 90002 Can carry on a simple conversation about something in the immediate environment.Asks simple questions frequently. Expands phrases from three- to six-word sentences and develops a vocabulary of 200 to 300 words, including lots of verbs. 90003 90002 Uses past tense by adding a «d» sound to verbs ( «runned») and plurals by adding an «s» sound to nouns ( «mans»). Uses pronouns (I, she, we) correctly. 90003 90002 90010 Red flag: 90011 If your 2 or 3-year-old always echoes your questions instead of answering them, tell her doctor. This could be an early sign of a social or language delay.(If she occasionally repeats your question as part of her response, it’s nothing to worry about.) 90003 90012 90019 90008 90009 90010 3 to 4 years 90011 90012 90009 90002 Favorite words often include «why,» «what,» and «who. » Can be understood most of the time. Can tell you what happened if you were out of the room. 90003 90002 90010 Red flag: 90011 Your child may sound as though he’s stuttering if he gets tripped up on his words in his excitement to communicate. This is perfectly normal.If it continues for more than six months, though, or if he tenses his jaw or grimaces while trying to get the words out, ask your child’s doctor for a referral to a speech pathologist. 90003 90012 90019 90068 90069
90004 Big Kid 90005
90006 90007 90008 90009 90010 4 to 5 years 90011 90012 90009 90002 Communicates easily and can retell a simple story with a beginning, middle, and end while looking at pictures. Can use four to five sentences to describe a picture, with most of the grammar elements in place.Uses more than one action word in a sentence. 90003 90002 Pronounces most sounds correctly but may still have trouble with th, r, s, l, v, ch, sh, and z. Uses lots of descriptive words, including time-related words like «yesterday.» 90003 90012 90019 90008 90009 90010 6 to 7 years 90011 90012 90009 90002 Can describe how two items are the same or different, retell a story or event without the help of pictures, and recount past conversations and events. Uses some irregular plural nouns ( «men,» «teeth»).90003 90012 90019 90008 90009 90010 8 years 90011 90012 90009 90002 Has mastered all speech sounds as well as the rate, pitch, and volume of speech. Uses complex and compound sentences correctly and is capable of carrying on a conversation with an adult. 90003 90012 90019 90068 90069

90002 90010 Learn more: 90011 90003
90002 Developmental milestone: Talking 90003
90002 How your baby understands you 90003
90002 Signing: How to communicate before your child can talk 90003
90002 Do children in bilingual families start talking later? 90003
90002 90010 Back to all timelines »90011 90003
.90000 Speech and language problems: Ages 2 to 4 90001
90002 What to expect when 90003
90004 No two children follow the exact same timeline when it comes to learning to talk. A lot depends on your child’s innate abilities, what other skills he’s learning at the same time, his exposure to language, and how people respond when he tries to talk. Still, there are some general milestones you can watch for as your child begins to talk. 90005
90004 For example, by the time your child is 2, he’ll probably string words together in short sentences, such as, «What’s that?» or «Go bye-bye,» and he’ll add new words every month.90005
90004 Three- and 4-year-olds typically use longer sentences of four or five words. They string sentences together to talk about their activities or what they did at daycare, and they’re usually pretty easy to understand, even by people outside the family. 90005
90004 As your child learns to talk, he may have a few difficulties. Here are some issues you may notice and suggestions for ways to help. 90005
90002 Mispronunciation 90003
90004 Most children can say all speech sounds correctly by age 7, but young children may mispronounce certain sounds, such as: 90005
90016 90017 Producing a 90018 t 90019 sound instead of a 90018 k, 90019 such as «tate» for «cake,» is a common substitution and usually nothing to worry about unless your child is doing it past age 3.90022 90017 Before age 6 or 7, kids often substitute a 90018 w 90019 sound for an 90018 l 90019 or 90018 r, 90019 as in «The wion wawed,» instead of «The lion roared.» 90022 90017 Consonant blends, where two consonants are right next to each other, are typically difficult, such as «Soppit!» instead of «Stop it!» 90022 90017 Multisyllabic words can be hard to pronounce, and your child may mix them up or simply reduce them to shorter words, like «Gimme dat amal» instead of «Give me that animal,» and «pasghetti» for «spaghetti.»90022 90035
90004 90037 What you can do: 90038 Because kids learn the speech and language they hear, be a good role model. No matter how cute you find your child’s mispronunciations, use the right words when you talk and emphasize words or sounds she has trouble saying. You do not have to make a big deal about correcting her speech — simply echo what she said, but correctly. 90005
90004 Sometimes the difficulty has to do with other sounds in words. For example, your child may be able to make the 90018 d 90019 sound in «Dada,» yet she pronounces «dog» as «gog.»That’s because she anticipates the 90018 g 90019 sound at the end of the word. The 90018 d 90019 is pronounced in the front of the mouth, and then the 90018 g 90019 is pronounced in the back, so saying» dog «requires some tongue gymnastics that may be hard for your child. 90005
90004 Focus on what your child does say correctly. Otherwise, she may get frustrated and hesitate to talk if she senses she’s not speaking properly. 90005
90004 However, certain mispronunciations are red flags at this age: If your child can not say vowels ( «coo» instead of «cow»), or if she talks using mostly vowels, dropping all consonants ( «a» for «cat» ), talk with her doctor or a speech-language pathologist.Because children must listen to learn, this may be a sign that your child is not able to hear all the sounds in words. 90005
90002 Lisping 90003
90004 Your child may lisp or pronounce the 90018 s 90019 sound like a 90018 th. 90019 «My sister is seven» becomes «My thithter ith theven.» Although an 90018 s 90019 sound is typically produced with the tongue behind the top teeth, a child who lisps pushes his tongue out. Air may come out of the side of his mouth. 90005
90004 If your child’s 90018 s 90019 sounds this way, do not worry yet.Many kids lisp as they’re learning to talk, and most will produce the sound correctly by 7 years. But it’s a good idea to see a speech-language pathologist around age 5 before the lisp becomes too habitual, especially if your child is hard to understand and has other speech sound errors. 90005
90004 90037 What you can do: 90038 Always say the 90018 s 90019 sound correctly in your own speech. 90005
90004 Also make sure your child can breathe comfortably, and treat any allergy, cold, or sinus problems so your child can breathe through his nose with his lips together.An open-mouth breathing posture causes the tongue to lie flat and protrude. A stuffy nose is often the cause, so work on nose-blowing too. 90005
90004 Some parents may worry that using a sippy cup will cause a lisp or make a lisp worse, but that’s not the case. Diane Paul, the director of clinical issues in speech-language pathology for the American Speech-Language-Hearing Association, says, «Parents need not worry. There is no research to show a connection between the use of sippy cups and oral-motor development or speech problems.»90005
90002 Language expression 90003
90004 If your child struggles to get sentences out, she’s not unusual. Two- and 3-year-olds typically have a hard time with their new speech and language skills. Sometimes your child is so eager to communicate with you she may stumble when you do not understand her. 90005
90004 By age 4, your child’s thoughts should start to flow in complete sentences with far less effort than it took just a year earlier. At this point, your child usually should not have to stop and think about what to say or how to say it.90005
90004 90037 What you can do: 90038 To help your child turn her thoughts into sentences, let her know how those sentences should sound. 90005
90004 Let’s say your child desperately wants you to put on her socks. She may say: «Mama! You sock, my sock, please!» It’s helpful to respond to what your child is trying to say: «You want me to help you with your sock.» It’s also helpful to expand on what your child says: «Look, your socks have blue and green stripes. I am putting them on your feet.»90005
90002 Stuttering 90003
90004 It’s not unusual for your child to go through a stuttering phase, especially when he’s in a period of such rapid growth in his ability to express himself. But most kids this age do not have a stutter that will persist. At this age, they may hesitate or repeat whole words. 90005
90004 The problem occurs when his brainpower is greater than his verbal dexterity. Sometimes he’s so excited to tell you what’s on his mind — or he’s so tired, angry, or upset — that he can not get his words out easily.Or he simply might not have mastered the language learning process yet. 90005
90004 90037 What you can do: 90038 How you respond to a child who stutters is important. Keep your voice relaxed and your speech slow. Do not tell him to slow down — just speak slowly yourself and he’ll follow your lead. Maintain eye contact, smile, and be patient. 90005
90004 If you turn away and act hurried, your child will feel pressured to «get it out,» and this may make it worse. If you look frustrated, your child will pick up on this and be even more self-conscious.90005
90004 If his stuttering worsens to the point where he’s tensing his jaw or grimacing in an effort to get the words out, or if he’s repeating sounds in words a lot (rather than repeating whole words), talk with his doctor or see a speech- language pathologist. 90005
90002 Childhood apraxia of speech 90003
90004 Childhood apraxia of speech (CAS) is a disorder of the nervous system that affects a child’s ability to say sounds, syllables, and words. This is not due to muscle weakness or paralysis, but it happens because the brain has trouble communicating with the body parts needed to produce speech.If your child has CAS she may do any of the following: 90005
90016
90017 She may mispronounce vowels in words, such as «sut» for «sat.» 90022
90017 She may pronounce a simple sound correctly and mispronounce it at other times. 90022
90017 She may appear to be groping when she tries to coordinate her lips, tongue, or jaw to produce sounds. 90022
90017 She might replace or drop difficult sounds, and make vowel and consonant sound errors that make her hard to understand. 90022
90017 She probably has more trouble with longer phrases than shorter ones.90022
90017 Her pitch, vocal quality, rate of speaking, and loudness may not sound right. 90022
90017 Her understanding of language may be better than her ability to produce language. 90022
90035
90004 Children younger than 3 are rarely diagnosed with CAS, but if you’re at all concerned about your 2-year-old, it’s a good idea to consult a speech-language pathologist. 90005
90004 If your child shows signs of CAS at age 3 or 4, it’s important to seek professional help from a speech-language pathologist right away.Children who have CAS usually need intensive therapy at a young age to help them to be understood. 90005
90004 90037 What you can do: 90038 You can help your child by talking slowly, giving your child time to respond, and following the speech-language pathologist’s recommendations at home. 90005
90132 When to seek help 90133
90004 Sometimes minor speech issues disappear as your child becomes more skilled at talking, but some problems need professional attention. You or your child’s preschool teacher might notice a problem.Your child can get an evaluation and might be eligible for a speech and language early intervention program (usually coordinated through the public school system). Accents or dialects are not speech sound disorders. 90005
90004 It’s important to seek help from your child’s doctor or a speech-language pathologist if you notice any of the following situations: 90005
90016
90017 By age 2, your child rarely attempts to speak or imitate others, does not react when you call his name, or seems uninterested in talking.90022
90017 By the end of your child’s second year, he still says only single words instead of two- to four-word sentences, uses new words once and then does not repeat them frequently, or does not ask or respond to simple questions ( «What’s this?» or «Where’s your hat?»). 90022
90017 Your child pauses frequently when speaking, constantly struggles to get words out, or simply gives up and says «never mind» a lot. 90022
90017 Your child drools when he mispronounces words. (This might indicate a physical issue that needs medical attention.) 90022
90017 Your child has a history of ear infections along with pronunciation problems. (This may indicate some hearing loss, and your child will need to see an audiologist.) 90022
90035
90004 90037 Learn more 90038 90005
90004 Fun activities to promote speaking skills 90005
90004 Raising a bilingual child: The importance of reading 90005
90004 Help your child understand speech and concepts 90005
90004 90018 This article was reviewed by Diane Paul, director of clinical issues in speech-language pathology for the American Speech-Language-Hearing Association.90019 90005 90004 90018 Visit the 90019 90018 American Speech-Language-Hearing Association’s website 90019 90018 for more information or to find an ASHA-certified speech-language pathologist near you. 90019 90005
.90000 Cognitive Development in 0-2 Year Olds | Scholastic 90001

90002 There is a staggering amount of change, across all areas of development, between when a baby is born and when that same child turns 3. Seemingly helpless at birth, babies enter the world with a system of abilities and responses that lay the foundation for future abilities and skill sets. Babies are born with cognitive skills that allow them to recognize and respond to their caregivers. For example, they are able and ready to immediately hook the caregiver into a relationship with them — to get those who keep them healthy and alive connected to them immediately.The skills that let them do this are their visual fixed focal length (about the distance from breast to caregiver’s face), their ability to perceive high contrasts and contours (allowing outlines of things like a face to be defined), their orientation to human voices over other sounds, and their ability to recognize a familiar voice by the time they are a week old. In addition, they are able to recognize the smell of their own mother’s milk. 90003
90002 From birth until they turn 2, children are in what famous developmental researcher Jean Piaget calls the sensorimotor period.During this time, children use their senses and actions to learn and grow. This period begins with basic reflexes and advances through a series of «stages» to complex sensory and motor skills, and early symbolic thought. For games to play throughout the first year that will support cognition, try some of these ideas. 90003
90002 According to Piaget, during the sensorimotor period, children’s thoughts and understandings are limited to things they can directly perceive or do, as illustrated below in the chart by Dr.Kirsten Blount-Matthews, Professor of Psychology at Harper College: 90003
90002 While playing hands-on with your baby is always the best way to connect, sharing games or images online allows you to diversify the kinds of interactions you and your baby share. Be sure to talk to your child and engage her with meaningful questions or playful interactions as you and your baby explore baby-focused cognitive games that encourage sorting, peekaboo, and cause and effect understanding. 90003
90002 By the end of the sensorimotor period (between 90011 18-24 months 90012), your child learns that she is separate from her environment and that objects continue to exist even when they are not perceivable (object permanence).At this age, your toddler is developing mental representation (creating and storing mental images), as evidenced by his ability to engage in deferred imitation (throwing a tantrum after seeing one at daycare earlier in the day, for instance). Your child will demonstrate intentional thinking and insight, is able to use mental combinations to problem solve (eg, know to move a chair to their crib to reach in for their blankie), and is beginning to pretend (eg, use a block as a cracker to feed a doll) — all hallmarks of the transition from sensorimotor to preoperational thinking.90003
90002 The limits of what sensorimotor children can do has been proven in countless experiments since Piaget first documented them. However, recent research has also identified strengths and abilities not previously noted. For example, researchers have found that even very young babies can show surprise (by looking longer) at unexpected events (such as a screen that seems to fall through an object it hides). Longer looking time in these situations indicates that babies have some expectation that objects continue to exist when hidden by a screen, and therefore have some ability to form abstract representations from birth (contrary to what Piaget initially documented).While there is debate about what forms these representations take, and the extent to which children can utilize them, researchers now believe that babies build off foundations of learning that they are born with. In addition, they continue to learn about the world through observation 90015 in addition 90016 to sensorimotor actions. 90003
90002 90011 Preoperational Thinking 90012 90021 Sometime between 90011 18-24 months 90012, children enter Piaget’s second stage — the preoperational stage.This stage, which lasts from about 2 to about 6-years-old, is the time during which children learn to use symbols and representational thinking, such as language. At the onset of the preoperational period, children can not yet use concrete logic nor take the perspective of another. They demonstrate egocentricism, where they believe that their thoughts are shared by others. These limitations notwithstanding, the time from 2 to 3 is another explosion of learning and thinking. Children are able to respond to simple directions, group objects by category, imitate more complex actions and show increasingly vivid use of the imagination.The time between 2 and 3 marks the transition from baby or toddler to preschooler! 90003

.90000 Screen time and children: How to guide your child 90001

90002 With screens virtually everywhere, controlling a child’s screen time can be challenging. To complicate matters, some screen time can be educational for children as well as support their social development. So how do you manage your child’s screen time? Here’s a primer on guiding your child’s use of screens and media. 90003

90004 The problems with screens 90005

90002 Unstructured playtime is more valuable for a young child’s developing brain than is electronic media.Children younger than age 2 are more likely to learn and remember information from a live presentation than they are from a video. 90003

90002 By age 2, children can benefit from some types of screen time, such as programming with music, movement and stories. By watching together, you can help your child understand what he or she is seeing and apply it in real life. However, passive screen time should not replace reading, playing or problem-solving. 90003

90002 As your child grows, keep in mind that too much or poor quality screen time has been linked to: 90003
90012
90013 Obesity 90014
90013 Irregular sleep schedules and shorter duration of sleep 90014
90013 Behavioral problems 90014
90013 Loss of social skills 90014
90013 Violence 90014
90013 Less time for play 90014
90025

90004 Developing screen time rules 90005

90002 The American Academy of Pediatrics discourages media use, except for video chatting, by children younger than 18 to 24 months.If you introduce digital media to children ages 18 to 24 months, make sure it’s high quality and avoid solo media use. For children ages 2 to 5, limit screen time to one hour a day of high-quality programming. 90003

90002 As your child grows, a one-size-fits-all approach does not work as well. You’ll need to decide how much media to let your child use each day and what’s appropriate. 90003

90002 Consider applying the same rules to your child’s real and virtual environments. In both, play with your child, teach kindness, be involved, and know your child’s friends and what your child does with them.Also, keep in mind that the quality of the media your child is exposed to is more important than the type of technology or amount of time spent. 90003

90002 To ensure quality screen time: 90003

90012
90013 Preview programs, games and apps before allowing your child to view or play with them. Organizations such as Common Sense Media can help you determine what’s appropriate. Better yet, watch, play or use them with your child. 90014
90013 Seek out interactive options that engage your child, rather than those that just require pushing and swiping or staring at the screen.90014
90013 Use parental controls to block or filter internet content. 90014
90013 Make sure your child is close by during screen time so that you can supervise his or her activities. 90014
90013 Ask your child regularly what programs, games and apps he or she has played with during the day. 90014
90013 When watching programming with your child, discuss what you’re watching and educate him or her about advertising and commercials. 90014
90025

90002 Also, avoid fast-paced programming, which young children have a hard time understanding, apps with a lot of distracting content, and violent media.Eliminate advertising on apps, since young children have trouble telling the difference between ads and factual information. 90003

90004 Encouraging digital literacy 90005

90002 At some point your child will be exposed to content that you have not approved and devices without internet filters. Talk to your child about the situations that could occur and the behavior you expect. 90003

90002 Encourage your child to think critically about what they see on their screens. Ask your child to consider whether everything on the internet is accurate.Does your child know how to tell if a website is trustworthy? Help your child understand that media are made by humans with points of view. Explain that many types of technology collect data to send users ads or to make money. 90003

90004 Setting limits for older children 90005

90002 Set reasonable limits for your child’s screen time, especially if your child’s use of screens is hindering involvement in other activities. Consider these tips: 90003

90012
90013 Prioritize unplugged, unstructured playtime.90014
90013 Create tech-free zones or times, such as during mealtime or one night a week. 90014
90013 Discourage use of media entertainment during homework. 90014
90013 Set and enforce daily or weekly screen time limits and curfews, such as no exposure to devices or screens one hour before bedtime. 90014
90013 Consider using apps that control the length of time a child can use a device. 90014
90013 Require your children to charge their devices outside of their bedrooms at night.90014
90013 Keep screens out of your child’s bedroom. 90014
90013 Limit your own screen time. 90014
90013 Eliminate background TV. 90014
90025

90004 Teaching appropriate behavior 90005

90002 Online relationships and social media have become a major part of adolescent life. Experts suggest that it’s OK for your teen to be a part of these worlds — as long as he or she understands appropriate behavior. Explain what’s allowed and what’s not, such as sexting, cyberbullying and sharing personal information online.Teach your child not to send or share anything online that he or she would not want the entire world to see for eternity. No matter how smart or mature you feel your child is, monitor his or her online and social media behavior. Your child is bound to make mistakes using media. Talk to your child and help him or her learn from them. 90003

90002 Also, set an example. Consider that your child is watching you for cues on when it’s OK to use screens and how to use them. 90003

90002 Managing your child’s use of screens and media will be an ongoing challenge.But by developing household rules — and revisiting them as your child grows — you can help ensure a safe experience. 90003

June 20, 2019

Show references
90090
90013 Council on communications and the media. Children, adolescents, and the media. American Academy of Pediatrics Policy. http://pediatrics.aappublications.org/collection html. Accessed May 31, 2019. 90014
90013 Council on communications and media. Media use by children younger than 2. American Academy of Pediatrics Policy.http://pediatrics.aappublications.org/collection. Accessed May 24, 2019. 90014
90013 Sege RD. Television and media violence. https://www.uptodate.com/contents/search. Accessed May 9, 2019. 90014
90013 Brown A, et al. Beyond ‘turn it off’: How to advise families on media use. AAP News. 2015; 36: 1. 90014
90013 American Academy of Pediatrics Council on Communications and Media. Media use in school-aged children and adolescents. American Academy of Pediatrics Policy. http: // pediatrics.aappublications.org/collection. Accessed May 31, 2019. 90014
90013 American Academy of Pediatrics Council on Communications and Media. Media and young minds. American Academy of Pediatrics Policy. http://pediatrics.aappublications.org/collection. Accessed May 31, 2019. 90014
90013 Shelov SP, et al. Media. In: Caring for Your Baby and Young Child: Birth to Age 5. 6th ed. New York, N.Y .: Bantam Books; 2014. 90014
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