“Don’t you mean “ortho-dentist”, Mom?” My eldest, a candidate for braces, corrected me as we discussed his first visit to the orthodontist. Like “orthodentist”, his inventions were often really close ... like “talcons” for “talons” (a combination, we decided, of “falcon” and “talon”), “pamper” for “hamper” and, best of all, the last one in is a “right leg”.
We had some laughs over these malapropisms, but the first best thing about this boy was that he used words and the second-best thing was that he always knew he was right! No amount of effort could alter his conviction until confirmed by a dictionary. He had what his grandmother called a “reading vocabulary”, a working knowledge of the use and meaning, if not the exact pronunciation, of an awesome vocabulary, developed primarily through having been read to, and then reading, material above his age and grade. He also collected words in conversations, in movies, by playing word games, and in school, and he never hesitated to use and defend them; he made words work for him.
In early language development, we must help young children gain words, provide opportunities for them to use their new words, to find out how they work, and to make words work for them. Without use, there is little meaning; without meaning, use is limited, and without correct pronunciation, communication is limited.
Until children begin to read for themselves, the primary source for learning about words is the home· and their parents. People provide the feedback children need for developing communication skills ... (the television can’t define new words nor check children’s pronunciation) ... and people provide the mobility for children to learn in a variety of settings. Every action, every activity, every place, though commonplace to adults, can be an opportunity for language development. Think of the grocery store produce section as a classroom where literally hundreds of words can be learned. Select an unfamiliar fruit or vegetable, talk about the taste, texture, color, shape, size, feel, and appearance. Remember, through experiences young children retain learning: children gain words through the efforts of those about them who help them learn.
Working words are those we pronounce and use correctly because we understand meanings. Working words communicate clearly our wants, needs, feelings and emotions. Children who develop and use words this way are usually outstanding among their peers, are thought to be “smart” by those around them, and usually do well in school.
