What determines the development of speech in the child. If the child does not start talking. The main features of the child's speech development

Voice communication between people awakens and maintains in the child the “desire” to speak, the same applies to sign communication in the language of the deaf-and-dumb. The desire to share affects, needs and requirements, to be included in a family group or a group of peers by language, as well as to have the opportunity to speak and hear the world, which he discovers. Without hearing the language, “wild children” would lose the ability to learn to speak. Without a minimum of social and linguistic support, young children “cleaned” are likely to have flaws that sometimes impede the establishment of a normal language.

However, we will see that speech development mechanisms are stable and often withstand extreme situations. The desire to communicate is not, as such, essential to the creation of speech mechanisms. Some autistic children let him think about who speaks, but does not use his language to communicate. They formulate in the form of stereotypical sentences of expression, which are formally correct, but seem to be devoid of the intention to communicate. They show that a certain refusal or inability to use forms of communication does not automatically prevent the creation of speech mechanisms, although they interfere with their functioning.

A child’s entry into the world of language is an important step. In English, the difference remains between the infant used for the infant and the child in the first year of his life, as well as for the child used for the older child. Two terms describing two ages: not speaking and speaking. Therefore, this is a cognitive approach to the acquisition of speech, which we want to convey. This is based on the search for procedures that help the teaching of speech "innate knowledge", knowledge that can be partially updated experimentally.

In the first stage, we will see predispositions that will allow the child to pick up keys that allow him to distinguish and classify aspects of linguistically significant sounds. At the first words that link meaning to the forms produced, we will see a variety of individual variations and the influence of languages ​​and cultures on language access. Finally, we will accompany the child when he begins to fix the parameters that characterize a particular grammar of his language. We will call a social environment in which the development of speech and the exchange of information of all kinds and all kinds.

This is a difficult task, because speech and language are complex and support several descriptions of the same phenomenon that must be taken into account! This is a difficult job, because the child is complex and changing rapidly: the procedures of a newborn who distinguishes and classifies sounds are not the children of a child who separate these sounds, and not those who attribute the meaning of words and products. The environments themselves are complex because they differ depending on the cultures, the structure of languages, the way information is transmitted, parental habits and socialization.

Irina Boykinova graduated from child psychology at the Free University of Burgas. There is a long-term speech therapy practice. Graduate cognitive behavioral consultant. Mrs. Boykova, what is it about you, children? Starting with the most innocuous violation of articulation in a sound pronunciation or group of sounds to children, they have not yet developed a language.

Is this in the family and kindergarten timely and adequately, or are these problems ignored? There is still an opinion that the child will only “grow” a developmental disorder, be it linguistic or behavioral. Sometimes parents miss the moment when the child can catch up and compensate. Fortunately, parents are increasingly aware that they need to take, and seek help at a favorable age. Increasingly, child psychiatrists and neurologists, as well as orthodontists, are guided by speech therapists.

I had a case where parents took a child from an orthodontist to clamp and straighten teeth, which made them consult a speech therapist. Can a speech problem arise because the family systematically puts the child in a situation that is not adequate and suitable for his development?

In large numbers, children with funny conversations talked too long with tablets, phones, and TVs. When television, a foreigner, is the main interlocutor of the child, it is natural not to develop the Bulgarian language. Much easier to learn songs.

Many children are counted in English. They use words that absolutely correspond to the English language and do not speak Bulgarian. And parents are proud of how smart they are in a child? At first they are really happy. But when they see that their native language is slow, they turn for help. We all learn to speak and live first in imitation. When a child remains in an inactive environment or with an interactive toy, this cannot happen. They are very interesting because they offer a lot of incentives.

We are all busy and it is easier to leave the child in front of the TV and do some work. But when it lasts for hours every day, the child receives this stimulus from the electronic device. If the parent does not have the initiative to play with the child, he loses interest in such an action. Often parents say: “She stands in front of the TV as hypnotized and ignores us.” A parent should provoke it and provoke it.

We have had cases with children who have no signs of autism, and they have not developed a language. There is no specific methodology. It is best to extract the best from each system and combine it according to a specific case. When a child arrives, we are not looking for reasons to get here as far as we can to help. We do not blame the parent, but he often reports his mistakes in the course of his work.

Many families in their quest to offer the best, leave the child to establish the rules. Consequently, other problems occur quite often. No frame, parents do not say no, they overdo it on children. Then, in addition to linguistic delay, aggressive events begin. Parents come and say that they can not cope with the "beast" at the age of 3 years. The child is not a beast by nature, although he is by no means an angel. He can be cruel to his parents.

Children themselves love to have boundaries - this gives them security. They are looking for themselves, provoking a parent to see where they can go. We set these limits in the game. And unnoticed that she learned in her, the child begins to lead everyday life. He came in 2 and there was no speech or desire to communicate.

He went through many stages - from the imitation of sounds in nature to the compilation of an advanced storyline. Children, when they do not speak the language, can be aggressive, and that is how they can cope with this. Sometimes it is these events that bring the parent to us, because they complain from the garden that the child is pushing, biting, scraping. He does not speak the language. When progressing with speech and social skills, behavior is also regulated.

Does the book help form speech? History is a great therapeutic tool. It's a bit overpowering that kids get super smart. Not everyone has the interest and patience to hear a fairy tale. But if the child is instructed by the parent to look at books with him, this interest can be built.

We cannot deprive our children of television and phones, especially when we sit on the tablet with them. This is a dosing performance. The child can learn the alphabet in this way. But excessive viewing leads to further excitation of the nervous system, damage to the eyes, and disturbed sleep.

Not to mention the unacceptable content on some channels. The child is very quickly associated with such sources, because everything is stimulated there - bright colors, dynamics, applause. If a parent offers such a highly charged emotional game, they will not choose a car. But if he does not provoke him, he only searches for him for a while. And if he deviates, he will compensate. It closes, and the TV becomes enough.

Is it wise to learn English in the garden when the native language is still being mastered? During the holidays, we mainly work with bilingual children. Families are abroad and return here in the hope of 2 months to compensate for everything that did not happen in their native language. The family speaks only Bulgarian. But in the garden and school the child uses a foreign language. In such a situation, he learns the second faster and lags behind the Bulgarian.

He was so busy that, having given him the task of composing 5 sentences, he was literally upset because there was no time. Everything must be measured. Do teachers bring up problems requiring consultation with a specialist? Educators catch when a child has difficulty in some area. Sometimes they look for me and ask how to approach - they see the problem, but there are parents who are not ready to hear it. For the teacher this is a very serious task. If he reports first, a negative reaction is directed at him.

How many years is it easier to fix a crime, and when will it be too late? Any age is appropriate if the parent is ready. For linguistic development, if the child does not yet use the language as his other peers, and the parent continues to think that he is going to go with age, the problem of the first class arises. Then the parent begins to catch up, but he cannot reach the school door. Sometimes a violation of articulation can be associated with a serious problem, and the parent thinks that the child simply has not learned to speak correctly.

We need to check whether he hears them correctly. Because when dictations begin to arise in sound similarity, sometimes primary teachers tend to argue that a child is dislexive. Not every replacement should be labeled as such. This may be another problem that can be easily fixed at an earlier stage. Can a mistake be introduced as a norm through a “child talk”?

This is very nice for all parents, but it is not good for a child. If a child is supported for 2 years with a child, then it is extremely difficult to clear automatic speech. If confused, it should not be criticized, and then repeat a well-constructed phrase. The child can hear her, but she is not criticized. Some children speak an incomprehensible language, and only relatives understand them. If they do not claim to speak correctly and rely on their desires differently, and because of their strong connection with them, these children lose the desire to learn.