Observe the child in interaction with an adult or favorite books or toys.
No elicitation needed.
The infant makes a variety of sounds that are strung together and sound like an attempt to say something.
Talking and reading to the child is important. Remind early childhood educators and parents to emphasize and show the infant the words they want her to learn. The more often the child hears common words and sees the association to objects, the faster she learns the words.
North Carolina Department of Public Instruction, 2015
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