The kid does­n’t speak. What is the rea­son?

Today we want to tell you about SPEECH NEGATIVISM. This is a phe­nom­e­non when a child is very reluc­tant to enter into ver­bal com­mu­ni­ca­tion, “under­stands every­thing, but can­not say.”

Quite often this is due to the exces­sive per­se­ver­ance of the par­ents — attempts to draw out even a word can lead to protest from the lit­tle per­son. How­ev­er, not all so sim­ple.

Pro­nounced speech neg­a­tivism rarely occurs from scratch. Most often, this prob­lem occurs in chil­dren who are lag­ging behind in speech devel­op­ment — when adults over­ly active­ly force the child to speak or focus on the short­com­ings of pro­nun­ci­a­tion.

Note that there are still two con­di­tions: the per­sis­tence of adults and the unwill­ing­ness to speak. Par­ents often con­fuse UNREADi­ness with UNWANT­I­NG­ness. Tod­dlers are nev­er too lazy to do what they can, and speech refusal is a real prob­lem (phys­i­o­log­i­cal or psy­cho­log­i­cal), not “lazi­ness”.

How does ver­bal neg­a­tivism man­i­fest itself?

  • Instead of words, the child is silent, mum­bles, begins to use ges­tures, “inde­pen­dence” appears (instead of ask­ing for some­thing, he moves a chair, climbs in and takes it him­self), does not com­mu­ni­cate with oth­er chil­dren.
  • If your baby under­stands the speech addressed to him, ful­fills requests, his speech has gone through all stages of devel­op­ment (coo­ing, bab­bling, sim­ple words), then here we are talk­ing about the psy­cho­log­i­cal rea­sons for silence. For exam­ple, mom asks “SAY” or “REPEAT” too often. Or the kid said his few phras­es, and then end­ed up in an uncom­fort­able envi­ron­ment (in a kinder­garten where the sur­round­ing chil­dren speak bet­ter), real­ized his speech defi­cien­cy and became iso­lat­ed.

What to do in this sit­u­a­tion:

  • get away from the words “say” and “repeat”. Exces­sive pres­sure only exac­er­bates the child’s fears. Next, it is impor­tant to give the child the moti­va­tion to active­ly use speech.
  • When play­ing toys with your baby, clear­ly pro­nounce sim­ple sen­tences and short words: “Bun­ny jump-jump”, “What is the name of our bun­ny? The bun­ny’s name is Zaya”, “Bun­ny Zaya”, etc. Repeat each phrase sev­er­al times while per­form­ing an action with a toy. You should not bring the sit­u­a­tion to the point of absur­di­ty, this is still a game, not a speech ther­a­py les­son, so try not to let the child feel that he is a stu­dent here. At this stage, we do not demand any­thing, but sim­ply play and repeat sim­ple words.
  • The next step is speech imi­ta­tion. For exam­ple, when play­ing with cubes, we say: “Let’s take a big cube. What did we take? And after a short pause, if the child him­self does not answer, we say for him: “Cube”. The bear came to the bun­ny. He asks, “What’s your name?” What is the bun­ny’s name? Zaya.
  • When the baby tries to say some­thing, be sure to praise him, let the baby see how you rejoice at this small vic­to­ry.
  • A good way to moti­vate a child to speak is to repeat vers­es. It’s bet­ter to start with short rhyming tracks, for exam­ple, “MA-MA-MA-MA, the snowy win­ter has come … MA”. This can be done unob­tru­sive­ly, as if not expect­ing the child to respond. Hav­ing heard the phrase enough times, the baby will learn well what to say, and one day he will begin to respond.
  • Put the baby in a choice sit­u­a­tion: “What do you want: cook­ies or can­dy?” The main thing is that both words are famil­iar to him

To ensure that your child is not affect­ed by speech ther­a­py dif­fi­cul­ties, we have devel­oped Umnit­sa® 3in1 Speech Devel­op­ment Sys­tem. In this super com­bo, we’ve put togeth­er THREE of our top speech devel­op­ment kits:

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By Yara