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Inicio > The language of the child from 1 to 5 years

The language of the child from 1 to 5 years

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From the word mamá to the name of “seño” or that of her best friend and the story of an adventure in the Garden. A way to discover the language as “life made words”.


Characteristics of language development in children aged 1 to 5 years

Based on what has been tried and learned in the first year of life, it is definitely advancing in the acquisition of speech.


From 1 to 2 years

  • He verbalises words, combining sounds of the language (language) recognizable by the adult, greatly expanding his lexical repertoire.
  • Use a single word with the intention of communicating wider messages. Example: says “dad” to express: there is dad, where is dad, I want to go with dad.
  • He tries to reproduce words he hears in his sociolinguistic environment.
  • Participate in the verbal interaction: listen when you speak and respond using the resources you have. Use different gestures and intonations as you interrogate, ask, order, complain, etc.
  • Understands and recognizes names of people, objects, references to actions, situations and places known, some parts of the body, interrogations with words what? Or where?


From 2 to 3 years

  • He initially makes combinations of two words. Example: “water more” – “momma here” (rudimentary phrase) and progressively increases the number of word combinations and improves the organization, the structure of the sentences until you can formulate a simple but complete sentence consisting of four or more words. Example: “Grandma is not there”.
  • It can refer to objects, people and situations that are not present at the time you mention them.
  • It questions – it orders – it affirms – it denies.
  • He says “my”, “mine”, his own name and “I” self pointing, touching his body.
  • Progress in the verbal communication of phrases that include pronouns, nouns, verbs, adjectives and some adverbs.


From 3 to 4 years

  • Use the word “I” to refer to self, to represent yourself.
  • The great unfolding of language takes place.
  • Understand and construct phrases progressively more complete, complex and extensive.
  • He perfects his diction, pronouncing correctly all the words with their respective sounds around the 4 to 4 ½ years.
  • Knows and names colors and uses plurals
  • It begins its first temporary references to the past and to the future
  • Interrogate using the “why?” With several intentions: to maintain the dialogue, to ask for reasons, to request more information, etc.


From 4 to 6 years

  • He is a great charlatan, has extensive vocabulary and forms complete sentences
  • It is expressed in past and future.
  • He tells stories and invents situations. Make word games (verbal jokes and absurdities)
  • Recognize the letters of the alphabet, write your name and copy other words.

The absence or significant delay in the acquisition of these skills should alert the parents and transmit it in the consultation to the pediatrician.

Resources that favor communication

  • The different areas where there are people who speak and listen to the child with respect and attention, according to their possibilities of understanding and use of language, will promote their linguistic development.
  • More important than talking a lot or “invading” speeches, is talking to him in words and phrases that suit his possibilities of understanding. The child shows verbally and / or through their behaviors when they did not understand what was said to them.
  • Let’s look at the child’s eyes and face while we talk to him
  • We must speak slowly and be patient to listen
  • It is convenient and not only for the development of speech to name the moods that the child or family express, joy, sadness, anger, pain, hope and also their motives as it facilitates their understanding, generates confidence and allows. Their experiences are safer and more comfortable
    We commend your achievements and efforts to speak. Do not correct your grammar by saying “you said it wrong” we just have to reproduce your sentence with a correct example. In addition the expressions of praise allow the child to appropriate them to gratify or gratify others when using them
  • Expressions of disapproval must be limited in their use and only used to curb risky, violent or antisocial behavior by trying to redirect them using words that guide them towards healthy and positive behaviors by showing what is good and what is safe
  • Adults should talk like adults. Talking with a young child’s way may be funny to us but it does not help you develop and perfect your language. The little boy is able to understand more words than he can say
  • Always keep in mind that a conversation has 2 interlocutors, let the child express himself giving him time and space to do so, respecting and promoting the alternation of speaking sessions. The game of the telephone, for example, facilitates this learning
  • Let’s talk about things that interest you, call your attention or raise your interest; Then we can enrich their sentences and orient their meaning and pronunciation
  • Let us use other expressions of body to communicate: gestures, mimicry of the face or postures of the body are resources that facilitate understanding and enrich the dialogue
  • There are moments that are more conducive to talk and we should take advantage of them: daily bathing, meals, walks
  • Mention and repeat the names of things and people present, also those symbolized in images and illustrations and describe their shapes, colors, beauty, location, similarities and differences, etc.
  • Let’s take part in some non-risky daily chores while we talk about it, for example: “let’s pack the clothes”, “reach me your stockings”, “where do we keep them?”
  • We often repeat important ideas: values, cares, norms, varying words every time
  • To name, to repeat and to identify the different sounds produced by things or animals for example: the cat maúlla “miau”, the dog barks “wow”, the cow muge “muuu”, etc.
  • It is very important to read stories appropriate to your age and to facilitate the exploration of the book and its illustrations and encourage you to create a story about what you observe for example: what is the rabbit doing?
  • Songs, rhymes and poems, shared play with parents and siblings, and the story of actions that interest you as they occur are excellent resources for speech development.
  • Talking is naturally pleasant and it is good to recreate and maintain that feeling as we communicate

The attentive and appreciating attitude of those who receive the verbal expressions of the child will be stimulating and strengthening for their progress as a speaker.


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