BABY LEARNS TO SPEAK AND SING


MAGNIFICENTCHILDREN.LOVE


GROW YOUR MAGNIFICENT CHILD

CHAPTER 3


LEVEL 1.


BABY LEARNS TO SPEAK AND SING.

Baby’s language and speech development.

 


Before reading this section it is advisable to read the section titled ENJOYING SOUNDS, MUSIC AND LANGUAGES. Baby’s ability to speak and sing is in many ways based on how well she enjoys and experiences sounds, music and languages. 


Baby’s OMSDEP. Her language and speech intentions:

Baby wants to listen to all the sounds in her environment and understand what they mean and how they fit together. 

When baby feels like crying she wants to be made safe and to be allowed to cry naturally without interruption while she heals from her hurting experience. 

Baby gets ready:

It would be very unusual for baby to speak for at least six months yet, but the foundations for speaking are being laid down from birth, and perhaps even before birth. Baby can hear from at least the time of birth and she is gathering language information throughout every moment of every day when people are talking within her hearing range. Her hearing range, incidentally, is not much less than an adult’s. 

Compared to adults baby has an extraordinary ability to learn facts, and her brain quickly grows and organises itself to process those facts and remember them for future reference. Everything she hears, be it humans speaking their native language, dogs barking or music playing will pass into her brain to be used as part of her speaking OMSDEP; to help her to learn to speak. 

At this stage baby’s own self development and education program to learn to speak is twofold:

She is listening to all that is said and is organising and storing information about language in her brain. 

She is also learning to use her lungs to push air up through her neck and out of her mouth. Simultaneously she is learning to adjust her throat, tongue and mouth to make the air vibrate as sound.

Listening and crying:

At this stage, during the first month after birth, baby is more involved in point one above: Listening to, organising and storing information in preparation for speech. She demonstrates less interest in point two at this stage but she is, nevertheless, still practicing making sounds when she cries for food when she is hungry or needs other attention. Of course, baby does not simply decide to cry when she wants to practice making sounds. But when she does need to cry, and does so, she begins to develop the ability to make sounds when she wants to. At this very fundamental level (hunger and safety needs) she soon learns that her cry for food or help works well as, for most children, a parent soon responds. When it first occurs her crying is possibly from fear that she does not have food, but in time she will learn that crying and other sounds are useful forms of language that indicate her needs. 

Even though baby learns that crying brings loving support, an important point that should be made here is that baby will not cry unless she has a need to cry. Contrary to some opinions, it is highly unlikely that any child under age three has ever been able to decide to cry, except when they actually have a real need for food or other attention. Children do not use crying to manipulate adults. But some children and adults from about age 12 months and into adulthood do use what is sometimes called whining, whingeing or sulking to manipulate others. There is more information about the subject of crying and needs in the book “Magnificent Behaviour”. 

The road ahead:

Learning to speak is a complex process and baby must learn a good deal about sounds, words and the meanings of words before she learns to speak well. When she begins to speak in 6 to12 months time baby must accurately remember how she has heard her native language spoken, and she should also understand what the language means. She must then send the right amount of air from her lungs to her mouth while using her vocal cords, tongue and lips to make the correct sound. Whilst doing this she must monitor the sounds she produces to ensure they are the right sounds. She completes her monitoring by using her sense of hearing and her sense of touch (feeling the speech vibrations). She checks that the sounds she hears and feels are equal to, or at least very similar to, her memory of the words she has heard, and possibly felt, in the past. Her final check of how well she has spoken is to check on how well people respond to what she has said. If the people she speaks to respond by saying or showing that they understood her then she assumes she has spoken correctly. 

Listen and cry:

Learning to talk at this Level 1, then, is very much a matter of being able to listen to high quality speech and of being able to cry freely. As stated above crying allows children to test out how sounds are made by expressing air from the lungs. Further, crying actually contributes to lung growth and lung control as the lungs are exercised in a variety of ways when baby is crying. Crying is a healthy practice and does not hurt baby. The cause of tears (such as hunger, pain or fear) might hurt baby and should be dealt with but the crying itself is actually good for baby: That is one reason why she does it. This is not to say that we should try to make baby cry, far from it. Magnificent parents want baby to be constantly happy, but there will be times when she will need to cry and when she cries at those times she will also be developing her ability to talk. There is more information about crying in the book “Magnificent Behaviour”. For the moment though it is worthwhile to note that crying is good for baby and, under most circumstances, should be permitted without trying to stop her from crying. It is very important though to stop the source of baby’s pain whether it be a bumped head (give appropriate medical attention), a need for food (feed her) or a frightening experience (stop the frightening experience). Hug her and wait.

Speaking two or more languages.

If you wish to teach baby a second, third or fourth language then set aside one or two days each week for the other languages and do the following Level 1 activities for the second, third or four languages in the same way as you do them for the first language. Now is the time to begin creating a multilingual environment for baby if you are multilingual yourself or if you have the opportunity to expose her to other languages. Baby will develop the brain structure required to speak more than one language far more easily during her first three years of life than ever again. When she is an older child or a university student learning languages can be far more difficult than if she begins now. Many, many children learn to speak their native language simply by hearing it spoken each day. Hearing well spoken languages repeated on a regular basis is all that baby requires to learn to speak those languages herself. 

There is more information about teaching additional languages in the section titled “ENJOYING SOUNDS, MUSIC AND LANGUAGES” and in the book “Magnificent Language”.


Activities for parents and babies:

A list of Magnificent Parenting activities follows. These are practical activities for children to do with their parent’s help. Natural Parenting parents create the environment baby requires to complete her OMSDEP.  In many cases, these activities are the environment required and, after commencement, promote baby’s excellent natural development. 

The activity list sometimes includes extracts of preceding sections as well as new information. The list is intended for use as a day to day checklist for quick and easy reference but, to fully understand and participate in the activities, parents may need to re-read the entire Level, or other parts of this book, from time to time.


Do the activities below for the first language you would like baby to speak. Set aside a day or two (or three) for any additional languages you would like baby to speak and use only one language on each day. Alternatively try to mix the use of all languages in approximately equal proportions throughout the day. For example, speak German during the morning, French for part of the afternoon and Swahili during the evening. It matters little though if you also speak just a few sentences or paragraphs of Swahili during the morning French period, or if you put just a few sentences of either French, Swahili or German in with each other. Avoid though, speaking a sentence with words from more than any one language mixed together. To do so can cause baby some difficulty when she begins to speak to others who are monolingual and they don’t understand that she is speaking mixed language sentences of German, French and Swahili. 

Play recordings of excellent speech throughout the day.  

Speak to baby frequently using excellent descriptive language.  Speak in your best language as if she is your equal and understands what you are saying as well as you do (she very well might).

Whenever the opportunity arises take her to places where she will hear excellent speaking and allow her to listen.

Don’t use ‘baby talk’.

Ensure the language baby experiences is always non-threatening, enjoyable and is seeking to achieve good for humanity. Be enthusiastic about great historic speeches, nursery rhymes and all forms of language. Create the environment for her.

If baby wants to cry and she does not need medical attention, safety or food simply hold her close to you until she stops crying. Crying is a release mechanism for her and does not of itself hurt her. Allow her to cry until she is finished. Avoid situations where other adults try to stop baby from crying: Tell baby it's OK to cry. Respect other people’s right to quiet and take baby to a private area until she has finished crying. For information about why baby cries and ways to deal with it read the book “Magnificent Behaviour”. 


What baby should be doing at this Level of development:
 
She should cry with gusto at birth and at other times when she has a need to cry.  

She should be able to hear.

What baby should be doing as she enters the next Level of development:

At the next level of development baby will cry with an expression of urgency in her voice if she experiences strong or sudden pain; (we hope, of course, that she doesn’t have to!). 


An average child is likely to move on to Level 2 at approximately age 2.5 months.
 
A magnificentchildren.love child could potentially move on to Level 2 at approximately age 1 month.

MAGNIFICENTCHILDREN.LOVE

 

 

GROW YOUR MAGNIFICENT CHILD

 

 

CHAPTER 10

 

 

LEVEL 2.

 

BABY LEARNS TO SPEAK AND SING. Baby’s language and speech development.

 

 

Baby’s OMSDEP: Her language and speech development intentions:

 

  • To make the sounds required to communicate her need for food and help. 

 

 

Listening is more important now:

 

Baby first learns to speak by listening to other people speak. As her brain receives information from the environment around her it grows naturally and begins to understand some of the speech and other sounds it is receiving. The sounds the brain receives literally form or shape the language sector of the brain as it grows. Baby’s ability to speak is closely linked to how well she has listened, and to what she has listened, prior to her speaking. Unless she hears language she will not learn language (unless of course she invents her own language). Additionally, her ability to speak (and sing) is dependent upon how well the sound and language areas of her brain have grown and will grow in the future. 

 

The magnificentchildren.love section entitled ENJOYING SOUNDS, MUSIC AND LANGUAGES provides, as a strong foundation, the quality listening experiences baby needs to be an excellent speaker.

 

Two types of crying:

 

Some parents, and others involved in childcare, are of the opinion that baby develops two types of crying during this level. They say that she cries in one way if she is hungry and another way if she is hurt or in fear. Parents can tell the difference between the two types of crying, they say. There is some debate over whether there are two types of crying but if you can detect two types of crying in your child, then that may help you to know what her needs are; whether she is hungry, hurt or in fear. 

 

 

Learning to make sounds: 

 

The section entitled “ENJOYING SOUNDS, MUSIC AND LANGUAGES” is a partner to this section “BABY LEARNS TO SPEAK AND SING” as it familiarises and provides baby with vital information about how languages are spoken. As a result of doing the “ENJOYING SOUNDS, MUSIC AND LANGUAGES” activities baby’s brain should develop well in preparation for speaking.  As she already has, and is still getting, information about how language sounds and what it means; she will in addition only need to learn how to manipulate her outgoing breath to speak her first words. She will begin to practice vibrating her vocal cords to make a wider variety of early language sounds after she reaches Level 3. 

 

In Levels 1 and 2, and prior to reaching Level 3, baby will cry when she is hungry or needs help. She will become aware of her ability to make sounds when her ears hear her cry and she feels the sound vibrations with her sense of touch. Using that ability to make sounds, when she reaches the end of Level 2 and enters Level 3, baby will begin to make sounds that express her feelings. She is likely to shriek with joy or make other sounds that express her happiness and interest in life at the end of Level 2 and as she enters Level 3. Level 3 is a particularly delightful time for parents, as well as baby, as they share in her expressions of joy. Baby will rightly enjoy being happy and delighted with the world and, while she will still cry when she needs to, she will also express her joy if she is living in a joyful environment. It is, of course, highly unlikely that a magnificentchildren.love baby would be anything but joyful when she gets so much quality attention from her parents. 

 

 

Activities for parents and babies:

 

A list of magnificentchildren.love activities follows. These are practical activities for children to do with their parent’s help. Magnificentchildren.love parents create the environment baby requires to complete her OMSDEP.  In many cases, these activities are the environment required and, after commencement, promote baby’s excellent natural development. 

 

The activity list sometimes includes extracts of preceding sections as well as new information. The list is intended for use as a day to day checklist for quick and easy reference but, to fully understand and participate in the activities, parents may need to re-read the entire Level, or other parts of this book, from time to time.

 

  1. Do all you can to make baby happy as she can then express her joy. Give her joy by telling her how wonderful she is, by hugging her, by snuggling her, by rocking her, by encouraging her crawling, by showing her Bits of Information cards (see the book “Excellent Knowledge”), and by doing as many magnificentchildren.love activities as possible.

 

  1. Allow baby to cry and respond to her need for help and food immediately. Each day tell her you will always do your very best to be there immediately whenever you hear that she needs you. 

 

  1. The section “ENJOYING SOUNDS, MUSIC AND LANGUAGES” provides, as a strong foundation, the quality language and wide range of sound listening experience baby needs to be an excellent speaker. At this Level 2, do the “ENJOYING SOUNDS, MUSIC AND LANGUAGES” activities to achieve the best results from this section; BABY LEARNS TO SPEAK AND SING. 

 

 

What baby should be doing at this Level of development:

 

  • Baby’s cry should be more intense than when she is hungry if she is in pain or in fear.  

 

If you cannot detect any difference between the two types of crying then you should at least be sure that baby cries when she is hungry and when she is in pain or fear. 

 

What baby should be doing as she enters the next Level of development:

 

  • She will use a variety of sounds to communicate a variety of needs and/or emotions. She may for example, coo when she is happy and interested, pant when she is hungry, screech when she is excited or purr when she is sleepy.

 

 

An average child is likely to move on to Level 3 at approximately age 7 months.

 

A Natural Parenting child could potentially move on to Level 3 at approximately age 3.5 month.1

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