The ability to communicate and establish relationships in children is a characteristic that exists from birth. In fact, this feature contributes significantly to the establishment of a special bond between the baby and the mother from the first months.
This skill, which always has the potential to develop with age and exists from birth, is not at the same level in every child.
While this skill is naturally higher in some children, it may unfortunately be lower in others.
The first sign that shows that the child has established a healthy communication and relationship is the social smile that appears from the 3rd month.
The difference between a social smile and a reflex smile is that while a reflex smile occurs without any stimulus (smiling while sleeping or by yourself), social smile occurs as a result of environmental stimuli (seeing one's mother, taking care of one's sibling).
In later periods, especially from the 6th month onwards, more meaningful and purposeful relationships begin to emerge between the child and his environment, especially with his mother. Such as wanting to go to his mother's lap when he sees her, or responding to her mother's "come, come".
From the 9th month, more fluid and mutual exchange of communication with the environment begins to occur.
As of the 12th month, a clear communication and relationship emerges.
Children who develop in their natural course and have turned one year old (12 months) They must exhibit the following characteristics in communication and establishing relationships.
1. They must establish eye contact, last at least 4-5 seconds and must be meaningful eye contact. Not accidental or blank stares.
2. When his/her name is called, one should mostly turn around and make eye contact with the person who said it for a short time.
3. He/she should be able to form words or sentences that are appropriate to his/her age and purpose.
; . One word at 1 year old: mom when you see mom, dad when you see dad, baby when you see your sister, food when you're hungry, water when you're thirsty.
. 2 years old: 2 word sentence: give it to mommy, abba left, daddy came, I want this.
. He must be able to speak after the age of 3.
4. He/she must understand the commands and mostly obey these commands: Show your mouth. Show your nose. Give me the ball. Take this car to your mother. Give me my phone. Let's call your sister. Bring me the remote. Turn off the lights.
5. Appropriate games should be played with age-appropriate toys. From the age of 2, it is necessary to make an effort to interact with other children and from the age of 3, it should begin to develop relationships with its peers.
The above-mentioned features are the most basic features of communication and relationships in children up to the age of 3.
Parents, especially those with children in the first 3 years of age, need to follow these characteristics of their children very closely. Because not having enough of these features or not being able to acquire them may be a symptom of an important problem.
The following problems are often encountered in children who cannot acquire sufficient skills in communication and establishing relationships appropriate to their age.
1. Retardation in expressive language: this is a relatively mild problem. Here, the child generally understands what is said and usually obeys the commands. There is no problem in learning. But there is an inability to speak. In other words, while he has no problem in perceiving, he is inadequate in expressing what he perceives and speaking.
Here, depending on the age of the child or the level of the problem, play groups, nursery, speech therapy or special education periods may be provided.
2. Severe ADHD, Learning Disability: In fact, such problems often do not cause communication and relationship problems. But sometimes these problems are so severe! It is not possible to establish a healthy relationship with these children from an early age. Because their attention is so scattered that they either do not hear what is said to them or do not react at all because it does not interest them. They just act as they feel like and are constantly in motion. Parents cannot establish long-term and qualified relationships with these children. This prevents the development of the child's communication skills.
Here, depending on the age of the child or the level of the problem, play groups, nursery, speech therapy, special education or drug treatment are put into action.
3. Reactive attachment. Disorder: Here, there is a mild, if not severe, predisposition from birth to the inability to communicate and establish relationships. When the lack of psychosocial stimulation is added to this predisposition (not paying enough attention to the child, the child constantly spending time on his own, staying on TV, tablet, phone for more than 3 hours a day, the mother's inability to establish a bond with the child due to severe mental problems), it is seen that the child cannot develop a sufficient relationship.
Here, depending on the age of the child or the level of the problem, play groups, nursery, speech therapy or special education are activated.
4. Pervasive Developmental Disorders: This disorder is more severe than other problems. It is a more serious condition. Among this disorder, autism is the most common. The above problems are much more evident in autism. In addition to these problems, strange behaviors, interests and obsessions also occur. Pointless and exaggerated spinning around oneself, running around, flapping one's wings, excessive interest in rotating things, repeating what is said like a parrot, meaningless wanderings, repetitive meaningless behaviors, tiptoe walking, etc. While these symptoms are very mild in some children, they are very severe in others.
&nb sp; Here, special education should be started as soon as possible, regardless of the child's age or the severity of the problem. In the following periods, sensory integration therapy, speech therapy, drug treatment and nursery are put into action.
Early intervention is as important here as it is in any kind of illness or problem.
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