Factors Affecting Language Development In Children

Factors Affecting Language Development In Children
What is factors affecting language development ın children? Visual perception is crucial for language development, and the language development of children with severe vision loss is more advanced than those whose vision is normal.

What is Factors Affecting Language Development In Children?

What is factors affecting language development in children? Development is clearly biological, neurology, psychosocial, psychosexual and informatics development together and closely affects each other. During the first two months, babies make vegetative sounds such as crying, passing, coughing and yawning. Between 2-5 months, it attracts giggles and smiles that indicate satisfaction. In the period of 4-8 months, agulations begin with single syllables for vowels and consonants. After the sixth, syllabic iterations such as “ba-ba-ba” begin. The first words averaged between 8-18 months 12. it comes out on the moon. An 18-month-old baby can say a dozen words one by one. By the end of the second year, the two words can be combined and the vocabulary reaches 200. By the age of 2.5, the child’s words reach around 400. With the age of three, the child begins to speak childishly well, although he cannot always use the correct results, he can speak sentences, questions starting with “where”, “WHO”, and begins to form sentences without problems. With age 3.5, the number of words exceeds 1000. The 4.5-year-old now talks straight.

Language Development In Children
Language Development In Children

Research on language development focuses on the following factors that play a role in language development:

  • Genetic

All healthy children are born with the ability to learn languages. Babies are extremely sensitive to hearing at birth for language development. Within a few days after birth, babies can distinguish the human voice or even the voice of their mother from all the sounds. The differences of “B” and” p”, “d” and “t” sounds are understandable. It is acceptable for babies to be genetically ready for language long before they begin to understand and produce language.

  • Physiology

There are two basic knowledge of speech, the creation of sounds through vocal organs in the human body, and the articulation provided by phonation and oral structures (tongue,palate, lips and teeth) in reality by means of vocal cords. It is important for language development that such physical conditions are appropriate. For example, in a study with infants who underwent a tracheostomy, the effect of speech and language development was reported.

Factors Language Development In Children
Factors Language Development In Children
  • Perceptual, Informatics and neurological development

Normal hearing perception is important for healthy language development. Babies with hearing defects during the period of 4-8 months between the sound deviates from normal games, use less consonant sound within 4-18 months and gradually decreases in the production of creativity, attention audio audio hampered because the Games stated that I didn’t get back from baby’s language development.

What is factors affecting language development in children? Visual perception is crucial for language development, and the language development of children with severe vision loss is more advanced than those whose vision is normal. Vision loss disrupts early Mother-baby bonding and self-object difference, children with congenital vision loss experience autistic and echolaic features in speech.

Language acquisition is based directly on the cognitive development of the child, and each of the processes of sexual harmony is closely related to perception, concept development and language acquisition.

Local development is also decisive in terms of language development, the real use of children’s language is achieved by the brain reaching 2/3 maturity of the adult brain. With the age of three, the child’s brain reaches 4/5 of adult pain.

Although the child’s intelligence does not have a relationship with the sounds made by the age of two, a close relationship between language development and intelligence has been found after the age of two. It is accepted that the intelligence levels of children who speak in early are generally normal or above normal, and the language develops depending on intelligence.

  • Physical and mental state

Mental reality affects language development and speech in health, cerebral palsy, idiopathic fingertip walking, widespread developmental disorders, and autism. Pain and long patients can delay the child’s speech for a year or two. Limiting communication with the patient because of their relationship, less encouraging speech can lead to a delay in speech.

  • Mother-Baby activity and social environment

Although language acquisition mainly follows the same order, the pace of this development is influenced by the social environment. Oral communication between adults and Kurds, starting early with the baby, is the basis for learning the mother tongue of the baby. The environment and, in particular, the richness of verbal stimuli offered by the mother to the child are reported to affect language development. In hospices, older children cry more in the family than older children, fake fewer syllables. Their speech shows more information that tight personal relationships are an important factor in language development. Healthy relationships between family members, especially between mother and child, positively affect language development. In this regard, the breadth of the family is also important. The only child in the family is more children and speaking properly because the family’s only center of interest.

The mother’s influence with the baby and the baby’s ability to communicate before talking are related to each other. With the hypothesis that babies of mothers with mental disabilities are at risk for language development, this group was supported by early home education programs,

Factors Affecting Language Development
Factors Affecting Language Development

It has been shown that increasing the mother-child effect positively affects language development.

It is reported that talking to the baby alone is also extremely important in terms of value, environment-baby effectiveness for your baby’s later language education. In the early stages of the baby, he and his activity participants and their ability to monitor the environment and eat form the basis of verbal activity.

Baby caregivers are reported to be particularly sensitive to social activities in the child. The emotional communication between the baby and mother in the male infancy is primarily through looking at the face, power posture, touch and sound extraction. Although the baby develops significantly more complex and superior systems, the effect and mutual view of the face play a role in the payment and regulation of the effectiveness of emotion. If a baby or young child changes their gaze by recording it between an object and their person, this can be interpreted as an indication of their willingness to pay.

Questions about how mothers talk to their babies remain relevant to the events they experience at that moment and talk about the child’s feelings, desires and needs are stated. It is typical for mothers to talk with their babies during this period, as in adult conversations, response time bites and dikati that they do not ask them questions when their babies ‘ mouths are full.

They asked questions about the baby’s response and the response they expected was told in their own sentences. Mothers were more likely to talk to them when the babies were 10 months old, 13-16. in the months leading up to the baby’s death, the baby is more likely to use the movements and gestures that attract the baby’s Dick. All of these stimuli given by the mother to her baby were found to be compatible with her baby’s language development. Mother-baby activity increases as the months progress, focusing on the maturation of the baby’s nervous system; it is noted that control of the head and neck allows the baby to make eye contact and show behaviors aimed at social influence. In a study of 16-42-month-old children and their mothers, the relationship of the mother’s verbal response to the child with the child’s verbal scores was reported.

It has been noted that in Mother-Baby conversations, mothers say this word longer, unlike when they use the word with functionality at the end of a sentence. Infants pay more attention to infant-directed speech than to accessible speech within the first year. This choice is considered important for dicatin in terms of social, emotional development and language development. It is noteworthy that the sentences “Good Morning”, “How Are you”, “what are you doing”, come on, I walk” in the speeches aimed at Bebe are reached and the total curtain level is high, the pitch range is wide and the duration of the interview is long. It is emphasized that the phonological characteristics of parents and their responses to the child’s speech attempts can shape their language systems, and that the mother’s exaggeration in normal mutual speech is related to the child’s phonological inappropriate behavior.

Affecting Language Development
Affecting Language Development

8-12 months old, the baby understands a few words in the routine frame, but the mother’s look at objects, her movement with the object that attracts attention, her imitation of the eyes, can be given the impression that she understands much more. For example, the mother looks at the ball by capturing the direction of the baby’s mother’s gaze, which she says,” look at this beautiful ball.” As the baby moves towards the ball, the mother says” Come on, hold the ball ” as if the baby has followed this directive and gets a positive reinforcement. These cases also help to strengthen the Mother-Baby effect, to participate in its effectiveness with the success of the baby. In this way, the baby also gets closer to understanding the real language.

When children were 18 months old, the relationship between the place or person who gave the look (Mother, relative, child’s look and nursery) and the child’s knowledge and language development was gaze, while one word output showed no difference in all gaze groups, dikati was taken where valuable word combinations were lowest in the nursery group. It was emphasized that the continuity and sameness of the child caregiver was important in the development of the response language; the low level of responsiveness in nursery children was associated with the assessment of the caregiver team.

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