The word "miracle" may sound like an exaggeration. However, speech (sounds, breathing patterns) and speech (what sounds represent) are very complex systems.
In fact, coordination alone is a miracle. Speaking a short two-syllable word may require twenty different lip, tongue, larynx, and jaw adjustments. These twenty delicate adjustments must be made in exactly the right order in about a quarter of a second. This would mean that each movement takes about a hundredth of a second. And everything is done automatically!
A second miracle is the variation in sound and when it can be done. As language experts report, children around the world can produce all the sounds of speech in the first few months of life that the human language system can produce: “. . . French vowels and trills, German consonants and gutters and many more that can only be described by phonetic symbols. “In general, infants quickly develop the potential for a variety of sounds, but their environment - the language of the country, the sounds they hear) affects those who use them regularly.
Such evidence strongly contradicts the evolutionary view that "primitive man falsely produced audible vocal sounds". (Psychology of communication, p. 16) On the contrary, he explains that the word is an "innate miracle". A Creator gave children equipment, desire and skills, or a tendency to speak.
This view is supported by scientific studies which show that children around the world have remarkably similar patterns and stages of language development. In addition to recognizing the word as a "gift" to be cherished, there are positive steps you can take to help a child learn and work with these role models.
From the first cry to the first word
These are the phases where many speech-language pathologists believe that all "normal" children continue to speak sentences or phrases. However, it's a good idea to post a notice here.
"Normal" simply means that most children will do it within the specified time. But no child is a statistic or an average; Each child is an individual. Although all children who speak tend to follow this pattern, the age at which they do so can vary widely.
Also note that inheritance is likely to play a role. Therefore, the conversation begins later in some families than in others. Considering these factors, we follow the first cry to first word pattern:
1. From birth to the first month, the baby's single vowel will cry with little difference in pitch regardless of the cause of the discomfort. Then, usually from the fourth to the sixteenth week, the baby will "coo" and make "laughing" noises. Certain sounds (mainly vocal) are produced. The crying will take on different tones. (Yes, the mother not only learns what the baby means when he cries, but also changes his tone when he cries.)
Around the twentieth week begins what is called "chatter". The child pushes "strings" from monosyllabic sounds, which are usually repetitions of similar sounds. The child generally likes to make these nasal consonants (like m, n).
From the sixth to the ninth month, the baby's stuttering leads to what is called "sound imitation". It begins with "self-imitation", which means that the child repeats the note he has made. Later, he will start repeating noises that an adult or another child makes for him.
From the tenth to the twelfth month, the baby may start to say short words, but usually it just repeats what the adults have said; it is always an imitation.
At eighteen months, the baby has a vocabulary of three, four or fifty words and identifies more and more with an inflection that means something, something. At this point the child can start to use two word sentences.
Girls usually start talking a little earlier than boys. And as mentioned before, each child can stay on one stage and quickly move to another. Language scholar Dr. However, Jon Eisenson says, "Most children who speak, perhaps up to 90%, say their first words after 15 months."
Now that you've thought about these steps, the most important thing to keep in mind is this: Babies learn to speak by imitating those around them. Therefore, you play an important role in supporting your child at each new level.
How to help
Even if you do not have a checklist of when Junior should be able to do so, it is important to closely monitor your child's reactions. Unfortunately, what develops into a serious speech disorder often begins with a hearing problem. Mild hearing loss is also dangerous for a small child. Why? Because the child learns sounds and repeats them when he hears them. A hearing problem that parents ignore can therefore lead to impaired language and learning ability.
For example, a disease is called SOM.This inflammation in the middle ear can only affect the baby's hearing marginally. In a preschooler, Dr. Marion Downs: “15 decibels hearing loss. . . it is enough to cause language problems in a child.Of course, opinions differ on why hearing loss leads to harm. However, a child with this particular disease will hear the vowels clearly, but will not be able to produce any consonants (such as p, t, s, th, sh and wh).
It is not easy to detect hearing loss in a child. Take a look at the little one. Does the child wave with sudden loud noises? Responds to faint, distant sounds? Does the child turn his head and react to a voice near the crib before he sees anyone? It is also a good indication that your hearing is correct.
If your child listens well, what positive steps can you take to make it easier for him to learn to speak? The most important thing is to devote your time and attention. Let the child stutter and encourage him to talk. Practice the sound for him, and if he has trouble speaking, encourage him by showing interest.
It is best to do it with a soft voice and a pleasant tone. The first time Junior says the wrong word, it's usually best not to repeat, "No, you should say - - - -". Better smile accordingly (said!), Then repeat the word that says good. Although it does not deter your child's speech, do not encourage him to spell the word repeatedly. Sometimes well-meaning friends and family think that a child's misrepresentation is "sweet". It really is better than seeing them as "bad" or "wrong". From a linguistic point of view, however, the greatest asset is to approve of the child's language, while patience and repetition encourage correct pronunciation.
On the other hand, this does not mean that parents should practically expect the child to speak like an adult from "word one". Yes, your child's speech may not be a good imitation of the Word at first, but patience and example are necessary. Then it will develop naturally based on a child's characteristics.
Obviously, discipline is necessary when children speak too loudly. However, balance is needed when treating young children. Encourage talking and avoid setting impossible goals for the child.
In early childhood, if some adolescents can not pronounce certain sounds correctly and the parents are very angry, it can harm the child. For example? 'Or what? Researchers believe that although there is a congenital tendency for certain speech disorders, they are often exacerbated by parental pressure. Sometimes parents find a transition phase so "awful" that the child "freezes" or gets stuck in the wrong pattern.
For example, the "average" child speaks fluently (stays or strains), especially between two and four years. During this time, wisdom is needed in the biblical principle found at Ephesians 6: 4, "Do not disturb your children." If parents do not respond harshly or in shock to stuttering or stuttering, but touch the child lovingly and smile, stress usually decreases. This loving attention reduces the child's anxiety and also reduces the parents' anxiety.
Institutionalized and culturally disadvantaged children often have language and language problems. But today, many children who have parents suffer as if they were orphans. Because? Because adults don't give children the attention they need. Ironically, parents sometimes block communication until they think the child is "old enough to understand" when a child really needs the same or more attention so that the child can speak freely.
This usually happens when parents have the misconception that a child cannot “seriously” learn until he or she is several years old. In contrast, the Bible's view of a child's learning potential is well expressed in Deuteronomy 31:12:. . for them to listen and learn. ""
Helps expand vocabulary
The speed at which a normal child's vocabulary develops is amazing. It ranges from two or three words in the first year to 50-200 after two years to 900 after three years. Why the great hope in two to three years? It should be because the child is discovering questions. As a result, the two-year-old now has a system to explore all possible languages.
Since the question is the child's primary tool, it is very important that parents (or anyone who cares for children) answer the seemingly irritating question "Why?" Understand. It is important. Discourage it and it will discourage the increase in vocabulary and logical thought patterns.
In addition to your response to questions, there are three responses to a child's first statements that will have a huge impact on the progress of your speech.
Let's take an example: let's say little Maria goes out and finds a "flower" and brings it to her mother. How is mom going to react when Mary says, "Look, mom, flower"?
The negative reaction would be, "Run away, Mary, I'm busy. Get the weeds out of here."
The neutral response could be, "How cute, Mary."
However, the positive reaction might be, “Oh, that's a beautiful flower, Maria. Look, it has four petals. “Obviously, the mother here not only responded warmly to her daughter's enthusiasm, but took it a step further and added a new word: 'petal'.
Therefore, parents can see conversations with their children as an opportunity to add new building blocks, new words to their “world of understanding”. The best way to do this is to make short statements, usually repeating what the child has said (if that is basically the case), then adding a little more.
It is also good to remember that even when a young child makes a false statement, they usually seek the support of an adult and in fact ask, "Am I right?"
Unfortunately, if great effort can be made to help a child, it may be obvious that there is a serious language problem of one type or another. In order to?
Avoid extreme reactions
Even though your hearing is normal and slows down at a certain age, your child may not be able to progress in forming and joining words. What Can Be Done The worst reaction is to panic and hit both extremes.
The only extreme is to see the baby as some kind of "monster" and blame yourself or the baby. If a child falls and breaks their leg, what parent wouldn't take them to the doctor to cancel? But somehow the “broken” language is seen as the child's fault, and therefore something to ignore or embarrass instead of being fixed.
It is true that problems at home have often contributed to poor speaking, but there is more reason to be mindful of both the child and the relationships within the home. Speech-language pathologists can often help a young child quickly resolve a language or speech problem, when the difficulty can be so ingrained when allowed to live in a way that is virtually impossible to correct.
The other extreme is violent fear, which is expressed in such a way that the child feels very afraid. You start to feel that you have to speak differently. With stuttering in particular, this extra pressure usually pushes them further into the non-flow pattern.
Instead, as mentioned above with young children, there is a great need for patience and tenderness on the part of parents. Avoid constantly correcting and irritating. Instead, he tries to get the young man to think about his language issues. When the mind moves away from the obstacle, the child can often speak normally.