What are approximations? They are inexact (similar, but not the same) versions of a word. For example, a child saying “baba” for their bottle is making an approximation that most parents understand easily. When a parent understands a word approximation, they will likely imitate it, affirm the understanding with their vocal pitch and facial expression, then bring the bottle, essentially show this understanding. The child’s approximation was a successful communication!
But what happens when your child is not making those familiar approximations? Parents can become worried when their child is not able to approximate words that are similiar like “baba” for “bottle”. What they should know is that even approximations that are less similar have extreme value in their child’s communication skills!
"…even approximations that are less similar have extreme value in their child’s communication skills!"
If your child is coming late to the talking game yet making sounds intentionally, approximations of words can be very useful. If your child is not able to make similar sounds such as “baba” for “bottle” but can say “buh” or even “mm”, these sounds can also be considered approximations and are the building blocks for more mature speech patterns. If we affirm these less similar sounds or sound combinations, it can help a child to learn them as a meaningful pattern, thereby helping them to build their own unique vocabulary that can be improved upon over time.
Here is an example of this idea which may not be as intuitive to a parent to try but can be very helpful in the long run. Let’s say the child says “uh” spontaneously while playing. It may not seem meaningful and perhaps they are just making sounds. But if the parent accepts it as meaningful then this is the start of creating an approximation. The parents then might imitate “uh” then say it again but with a slight vowel change “ah” and then quickly might say “bah” and then “ball” to show the connections to a meaningful word. The parent then can get the ball and roll it to the child. Next time, the parent says, do you want the “ball’, the “ah”? If the child sees that as a meaningful sound, they will be more likely to imitate it (especially if this is done in an engaging and playful interaction).
"If a child can hear a sound (or sounds) then imitate it, they will begin to be more intune with that sound and how it connects to real words."
If a child can hear a sound (or sounds) then imitate it, they will begin to be more intune with that sound and how it connects to real words. Another good tip for modeling word approximations is saying the sound(s) the way the child says them. Saying “uh” might be pushed out forcefully by your child who might be having difficulties putting speech sounds together. We might be more inclined to say the sound fluidly and easily. But if a child hears a parent say something that sounds like what they just said, that can be easier to understand and then make that connection.
This is the part of the process of learning how to talk!
Speech pathologists are very good at helping to stimulate these less similiar but very meaningful patterns in children who have difficulty talking. We are also able to help parents learn this approach for stimulating their children’s speech and language development.
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