Language and speech are separate things.
Language: Communicative skills, i.e. the skills in which the child decodes certain rules and codes to communicate.
Speech: Expresses what is thought through the articulatory organs using hearing and sound with words is the ability to express.
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Language acquisition begins in the womb, progressing from simple to complex. First isolated sounds (babbling), then syllables, two-syllable words, then the transition to words accelerates and the number of syllables in words progressively progresses from simple to complex.
Steps of Language Development in Children
At the 1st month, she gets comfortable with familiar sounds, cries-random sound
In the 2nd month, they begin to act as if they are listening, and the social smile begins. moments, the child begins to expand his lateral and lateral area, begins to play with sounds (we call this period the babbling period.
In the 5th month, he reacts to his name, sound imitations begin.
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Each skill is a prerequisite for the next, so if the child is stuck on a higher level, it will not be right to study a lower step. We always go from simple to complex.
In the 6th month, she seems to recognize words such as bye, baby, and baby, the babbling period begins. The previous months are the prerequisite for babbling.
7 Makes word-like sounds in the .month.
Syllable repetitions in the 8th month, cee ee game.
Starts two-way communication with the person by the 10th month, expresses her feelings and experiences with words, first words are slow It comes slowly.
As of the 11th month, she repeats the words she has just heard.
In the 12th month, the child becomes very comfortable in bilateral communication, the number of consistency should be at least 3.
In 12-14 months, joint attention increases (joint attention is the child's staying in the game with the person he is playing with) Joint attention should be strong in order for the child to make sense of things. .
It gives meaning to around 150 words in 16-18 months, it constantly increases around words.
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The age of 0-3 is very important for brain development!!! Whichever development we catch, does not support the child so much in the acquisition of the next one? We will be busy, so early diagnosis and early intervention are important.
She has a minimum vocabulary of 50 words in 18-20 months.
2 or 3 in 20-22 months Follows direct instructions.
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There should be more interaction and communication with children under his leadership, with less instructions.
22-24 months understands suffix pronouns and some complex sentences, word count is 22,
Uses 2- or 3-word sentences at 24-27 months.
Understands 3500-5000 words at 3-4.5 years old.
Analytical thinking period after 4.5 years of age tells stories easily.
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In children with normal development, they reach adult language level by making mistakes until 4.5-5 years old. Every child has their own language flow. The child will acquire the language in this flow, and the parent should support the language with appropriate strategies. Each one can spend more time with different bass.
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There is a pre-verbal period (imitation, use of gestures, joint attention, joint attention..) before the first word production in children. Along with environmental regulation, these skills should be supported with natural language teaching techniques and language strategies in the game.
Risks that May Affect Language Delay
The most important risk in language disorder is genetics.
Family's use of plain and plain language with children, interaction-based game videos are requested to see the parent effect, because the environment in which the child is evaluated in therapy is semi-structured.
Hearing loss
Cognitive, neurological or developmental disorder
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The child we see as a risk should be seen by a pediatrician, developmental pediatrician, and pediatric neurologist. Because these cannot be understood by observation alone.
SUGGESTIONS
Simple to complex.
Screen exposure is long There should be no time.
Children should play games and be playmates (If parents are working, the child should be integrated into daily life with whomever he/she spends time with at home. For example, take the child with you while collecting the toys and collect them together).
follow. In this way, we can establish a common interest. How ? Play with his favorite toys, talk about what he is interested in, join his game. City on the path drawn by the child
Make eye contact with your child (do not stare).
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Get down at your child's level while playing !!!
Sequencing and queuing. Speakers need to listen to each other for healthy communication to occur.
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Important in the game and communicative intent.
While speaking, you should pause and wait for his answer. send signals. While playing or communicating with the child, we provide linguistic input appropriate to his/her level and become a model to support expressive language skills. Here we make use of natural language strategies.
Natural Language Teaching Strategies
Modelling without waiting for a response: Appropriate linguistic input is presented to the child without expecting any response from the child. Key target word Filling the vocabulary.
Word bombardment: The more the child is exposed to a word, a concept, the more he learns. We repeat a word more than once. We can use it in children with a limited number of words.
Parallel talk: The child's expression of what the parent does in accordance with the child's language level.
Self-Speaking: The parent tells what he or she does in accordance with the child's language level.
Presenting Options: Whatever strategies he chooses when we are presented with options We bury it in: The child's interest and leadership are followed.
Modelling using extension: Take-accept, open and give back method. The part we expand should be suitable for the language level of the child.
What harms the child?
We should not spell words.
We should not speak loudly.
Simple, short-ruled sentences should be established.
We should use gestures and mimics without exaggeration in accordance with the flow of speech.
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Be cheerful and have fun while interacting with the child and we should help him.
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In the session, we ask the child for a video of his room first!!! Because its space is an environment of participation, a point where he plays active games, where we mirror his actions, where the materials are in their own freedom.
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