Vocabulary

What the Science Tells Us

VULTURE

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Language learning starts even before birth, but it is usually our child’s first word that we notice and celebrate as it is a clear indication that our child is learning the language (or languages) around them.

At some point, our health provider will likely ask about the size of our child’s productive vocabulary. They want to know how many words our child produces (says or signs) that we can understand, because a small productive vocabulary (words they say) can be an early indicator of language problems or hearing loss.

Our child may have a larger vocabulary than we think. To language scientists, anything that a child reliably says the same way and that seems to mean the same thing, counts as a word. For instance, if our child says “bup” when they want their special blanket, that counts as a word. Sometimes a child uses the same sound for more than one thing. They may say “da” for “dog,” “dad” and “that.” These count as three words. If we sign in our home we can also include the number of signs our child uses in our word count.

Similarly, if we use more than one language in our home we should count all of the words our child produces in any language. Especially early on, when our child is learning more than one language, their vocabulary in each of the languages tends to be smaller than that of a child who is learning only one language. But when we add up all of the words they know in any language, our child knows as many words in total as a child who is only learning one

language. Researchers (and doctors) care about the total number of words when assessing vocabulary size, rather than the words from just one language.

A lot of work goes into learning a word. First, our child has to figure out what sounds make up a word. Adults hear each word as separate. Children, on the other hand, hear them as run-on speech. Our child has to figure out where each word begins and ends in order to learn what sounds make up each word. Then they have to figure out what that “chunk of sound” means.

Learning the meaning of concrete nouns, that is objects they can see or touch, is often simpler than learning the meaning of verbs. If we say “cup” (noun), and our child can see a cup, the link between the word and the object is straightforward. If we say “chasing” (a type of verb) that can be a bit harder. However, if our child knows the relevant nouns it can help them figure out the meaning of a verb. If we say, “The dog is chasing the ball” and they know what dog and ball mean, and they can see a dog chasing a ball, then they can most likely figure out what “chasing” means.

Both nouns and verbs that refer to concrete things and actions are typically easier for our child to learn than abstract words. Things they can see, do, hold, or touch are easier for them than words that cannot be physically experienced. For example, words like “apple,” “jump,” or “block” will likely be easier for our child to learn than words such as “air,” “thinking,” “because,” or “the.” Our child will learn abstract words such as these through conversations we have together.

Our child learns more than words when we have conversations with them. They also learn how their world works. It is not possible for any of us

“A child’s vocabulary at age 3 impacts their reading comprehension at age 9.

to learn everything just by observing the world. We also learn from other people when they tell us things they know. Using language is an amazingly efficient way to impart knowledge.

Most often, the more our child knows, the more easily they can learn more. Knowing and understanding many words early in life, in any language, is helpful for our child. It has an impact on their future school experience and their ability to understand what they read when they are a few years older. As indicated in section “Books,” a recent study shows a link between a child’s vocabulary at age 3 and their reading comprehension at age 9.

If our child is not meeting their language milestones when they are little they may still meet them later on. Language scientists, who observe children over many years, report that they have seen children, who were struggling with language when they were toddlers, catch up to their peers in grade two. Similarly, speech-language pathologists who provide early intervention also see children catch up to their peers.

All children can find it challenging to understand and use words that involve feelings and emotions. Words like “love” or “sad” or “frustrated” are more complicated and usually require explanations. When we tell our child what we feel when we are frustrated, excited, appreciative, sad and happy, we are modeling ways for them to talk about their feelings. These conversations are great opportunities to explain what words mean. They also give our child a language for recognizing and talking about feelings.

VICUNA

Teaching our child the language of feelings, from the earliest possible moments, can help them throughout life. It can help them develop selfawareness that leads to self-regulation. It can help them understand others, develop empathy, and build lasting relationships.

An enjoyable way for us to continue and expand our conversations with our child about words – and impart knowledge – is through storytelling, with and without books. Storytelling creates a natural vocabulary-learning environment for our child. It enables us to talk about feelings, emotions and all types of nouns and verbs. It allows us to demonstrate or point out faces that look sad or happy. We can intersperse our reading or storytelling with questions or comments that lead to back-and-forth conversations. And as we do all this, we can talk about the love we feel for our child.

What You Can Do

Your child benefits when they can understand, and later use, a wide variety of words. The best way to help your child learn new words is through experience and exposure. Conversations are key.

You can help your child learn new words by matching what they do to language, and by using new words often in similar and different situations.

 For example, to help your child understand and use the word “up”:

# You can highlight the word when you say, • “You want up? Up into my arms!” every time you pick them up.

It is then helpful to use and label your actions in other situations, such as:

• “We are going up the stairs” • “We are blowing bubbles up high” • “We are picking up toys”

Your child will learn new words and language when you speak to them about what they are experiencing, especially if you talk about things that they are interested in and that are happening in the moment.

Help your child learn a variety of words at every age and stage. Many parents talk about and focus on object names, colours, and numbers. But there are so many other types of words you can use that will enrich your child’s life: 

# Describing words – soft, fast, yucky, yummy, pretty, dark, big, tiny # Action words – jump, run, roll, squish, kick, play # Location words – in, on, under, beside # Belonging words – my, mine, your, yours, his, hers, their, theirs # Social words – hi, bye, cool, awesome # Question words – who, what, where, when, why, how # Feeling words – sad, happy, angry, tired, frustrated, excited, surprised

When you expand your child’s vocabulary beyond object names, colours and numbers to include many types of words, you are increasing your child’s ability to combine words. You are also expanding the range of topics they can talk about.

When you use feeling words with your child they are learning how to use them. Depending on their age and stage, you can help your child become more aware of the emotions they are experiencing:

• Child: “I’m frustrated!”  • Parent: “Yes, I can see you are frustrated.  Is it because your crayon broke?” • Child: “Yes, and I wanted to use that colour a lot” • Parent: “Sometimes, I get frustrated too.  When I am frustrated it feels like my body is tight.  Sometimes I get a belly ache.  Is that the same for you?” • Child: “I just want my crayon fixed.” (child tries to stick crayon back together) • Parent: “When my crayon broke this is what my dad did.  He made two crayons that worked.  He peeled off the paper.  Should we do that?” • Child: “Yes” • Parent: “Look, now you have two crayons that work” • Child (big smile) “Yeah” • Parent: “You seem happy now.  I can tell by your smile”

When the parent talks about frustration, they mirror the child’s words and feelings. When you mirror your child’s words and feelings they feel “heard” and understood. Mirroring can work like magic to help your child calm down. (It can work for adults too).

In another situation …

• Child: “I want to play at Morgan’s house”  • Parent: “I know you do, sweetie, but it is not possible today” • Child: “But I, but I, want to play with Morgan!” (child has a meltdown)

VERVET MONKEY

• Parent: “I can see how upset you are.  You have angry tears.  I’m sad you can’t do what you want to do today” • Child: “It’s not fair!” • Parent: “I feel upset and angry when things don’t seem fair.  When I feel like that there is something that I do that makes me feel less upset.  Want to try?” • Child: “okay …” • Parent: “I lie down on the floor and I take four big breaths so that my tummy rises and falls.  I have an idea.  Let’s find your elephant stuffy and give him a ride … on your tummy!” • Child: (lies down near parent with toy elephant on their tummy…) • Parent and child together: “1… 2…  3…  4…” • Parent: “I think your elephant is having fun going up and down on your tummy.  Want to do it again? (see Appendix F Stress Relievers)”

If your child knows the language of feelings, from early in life, it can help them throughout life. It can help them:

# Develop self-awareness that leads to self-regulation # Understand themself and others # Build lasting relationships

Books and stories are an ideal way for your child to learn words about feelings, and many other topics, and how to use the words. 

# Beginning early in life, expose your child to a variety of books.  Children often like the same book, over and over.  Do not despair – the repetition helps them learn new words and understand what they mean (see Repetition)

VAMPIRE BAT

• Ask questions in the story or make comments that encourage back-and-forth or turn-taking conversations (see Turn-taking) # Tell children stories about themselves when they were younger, their family and traditions • As they learn about their family and culture they are also learning how to use words and tell a story

Keep in mind that children learn best when they are interested and engaged. They are more likely to pay attention (and learn) when the topic interests them and they have an interested communication partner. They are also more likely to stay engaged if you let them take the lead when playing together.

When your child is very young they learn when they are face-to-face with you, their loving and responsive caregiver (see Face-to-face).  As they get older, your child continues to need you. They learn more and faster when they interact with you than they do from a screen (see Appendix G Technology).  Electronic devices are part of our culture and sometimes “save the day!” They can provide a way for your child to be face-to-face with absent family members and friends. They can add to heritage and other language learning, and provide assistive technology for children with learning disabilities. So far, however, they do not match up to human communication partners! This is because you listen, observe your child’s cues, and encourage richer conversation through back-and-forth turn-taking. As your child practises their language skills with you, they naturally build more vocabulary.