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In my first year as an early childhood educator I had a 3-year-old student named Nick. Nick was a very affectionate child who easily and enthusiastically built solid bonds with those around him. Once we became friends, he would often tell me, looking closely into my eyes with his own baby blues, “Weesa, I wuv you.”
Although Nick’s parents and I found his speech endearing, they were concerned with his misarticulation. I shared with them the knowledge I had learned in my graduate studies: do not stop a speaking child midstream to correct his or her articulation issues. The last thing we as parents or educators want to do is to draw the kind of negative attention (even if it’s offered in a supportive way) to a child’s speech that could ultimately make them speak less for fear of disapproval or correction. In other words – or in Nick’s words – keep them touwking!
What we can do is repeat a sentence a child shares with us, in their same words, but model correct articulation. For example, if Nick were to say to his mom or dad, “Weesa said I was touwking too much in Meeting today,” a helpful reply would be, “Lisa said you were talking to much in Meeting today? Oh no! Were you raising a quiet hand? Tell me more, Nick.” In this way, Nick feels acknowledged (you hear me) and received (it’s all good – no corrections), and you are guiding him by repeating his words correctly.
This simple technique is very often all a child needs to get on track. If an articulation issue with your child doesn’t self-correct by the time they are looking at Kindergarten, then it’s a good idea to check in with your pediatrician who might recommend a consultation with a Speech & Language Therapist who might in turn recommend some remedial therapy.
The great news we all know is that young children are like sponges when it comes to learning – and when learning is made fun by parents, educators, and therapists they remain positive and enthusiastic and are met with success.
