Norms of speech development
18 September 2021 08:09
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SPEECH DEVELOPMENT NORMS: WHEN SHOULD A CHILD SPEAK, AND WHY SHOULD YOU BE WORRIED AT 2 YEARS OLD
From the moment of birth, a baby is bombarded with a huge amount of information. We can perceive this information in different ways: we have hearing, smell, taste, touch and vision. Throughout life, we learn to determine which mode of perception will be most effective within the framework of the task at hand. At first, the child learns only to perceive information, but over time he begins to try to express his feelings and emotions himself, and the best way to do this is by learning to talk. He begins to develop his speech skills, which will help him make friends, learn to read, and subsequently successfully master the school curriculum. We figure out when a child should speak and when to start worrying.
The development of the speech apparatus and language acquisition are closely related to the development of auditory perception. Parts of the auditory analyzer begin to develop in the second month of pregnancy, and already at about 18 weeks the fetus can hear its very first sounds. Over time, sensitivity to sound only increases: for example, at the 19th week of gestation, the fetus responded to sounds with a frequency of 500 Hz, and at week 27, 96% responded to sounds with a frequency of 1000 Hz and 3000 Hz, while for all frequencies there was a significant decrease in the intensity level, necessary to detect a reaction. After birth, the baby spends some time getting used to the voices that he heard while in the womb: the auditory centers of the brain are just developing, and familiar ones may sound slightly different. Over time, the child begins to look for the source of the sound, and then tries to imitate these sounds.
The voice of a typical adult male has a fundamental frequency from 85 to 155 Hz, a typical adult female from 165 to 255 Hz. If a person sings, then a male voice can have a range of up to 7000 Hz, a female one - up to 9000 Hz.
The first 3 years of life are the most intensive period in which a child acquires speech and language skills. These skills develop best when the baby's environment is rich in sounds, eye contact, and constant exposure to the speech and language of other people. Children vary in their level of development of language skills, however, they all, to a greater or lesser extent, follow the natural “schedule” of language acquisition. If the baby does not reach one or more of these stages, it is necessary to contact specialists and doctors. We should not forget the fact that sometimes the delay can be caused by hearing loss, while in other cases it can be associated with a disorder in the development of the speech apparatus. Your child's speech development and language learning can be encouraged. If parents and guardians have any questions or concerns, they can contact a speech therapist for advice.
2-4 months after birth, the child learns to react to certain tones of voice: for example, he may start crying if his voice is raised, or he may laugh. By about 6 months, the baby already begins to imitate certain sounds, looks at the face of the interlocutor, and also makes certain sounds that announce that he is hungry, tired or needs something. Your baby may also make happy sounds while feeding. Crying and making different loud sounds are also very important, since this is how the child learns to control the flow of air into the respiratory system and trains his vocal connections. It is crying that he will use as the main means of communication in the first months of life, but soon he will begin to gradually expand the range of sounds: simple vowels appear first in speech - “aaa”, “ooo”, then consonants will be added.
By 9 months, the child already responds to his name, phone calls, knocks on the door, can understand simple words (for example, “no”, “no”, “yes”), can play games with adults and constantly babbles and repeats something similar on “baba”, that is, he puts them into simple syllables, sometimes into words. By 12 months, he is already learning to use gestures in communication (waving his hand, saying “bye” or “hello”, attracting attention with gestures). By the end of the first year of life, the child has his own small vocabulary. The child may be able to combine sounds into longer sequences and may enjoy repeating certain sounds over and over again. He understands the names of objects, actions, the names of adults, can carry out instructions (“find”, “bring”, “carry”, “put”), easily imitates new words and pronounces up to 10 facilitated words.
In the second year of life, the child learns not only to listen to new words, but also tries harder to understand them. Very often at this stage he can understand even more words than he can reproduce. At the very beginning of the second year, he can understand individual short sentences like “where is daddy?” The child is interested in hearing the names of body parts, for example, eyes or stomach, and then pointing to them. He will probably learn new words every week.
By 15 months, the baby is able to construct small sentences during some activity (“beep-beep machine”, “woof-woof dog”). By the age of 18 months, he can find two words of the same meaning, but different in color and size, among several outwardly similar objects, and learns the names of objects. By the age of 2, he already uses two- or three-word sentences, uses adjectives and pronouns when communicating with adults, and understands short stories. Thanks to this, the child learns to better understand pictures and short stories in pictures.
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Memo for parents “Norm and deviations in child development”
Ivanova Irina Anatolevna
Memo for parents “Norm and deviations in child development”
Memo for parents on the topic:
«Normal and abnormalities in child development»
It is the dream of all parents to have healthy and happy children. To do this, many married couples undergo thorough examinations before conceiving a child , lead a healthy lifestyle, and follow all doctor’s instructions. But... The human body is not as predictable as we would like. Doctors are not always omnipotent. And then a child appeared in the family - sweet , beautiful, gentle, affectionate.
Does he have developmental disabilities ? This is not easy to determine. Some defects appear immediately at birth. Well, there are those that begin to make themselves felt as the baby develops .
CAUSES OF DEVELOPMENTAL DEVIATIONS IN CHILDREN
What can influence the appearance of deviations in the development of a child ? Experts identify two main factors that are considered the main causes of defects in child development :
• heredity;
• environmental factors.
If medicine tries to identify hereditary pathologies in the early stages, then with environmental factors it is more difficult, since they are very difficult to predict. They mean, firstly, various infectious diseases, injuries and intoxications. Based on the time of their impact on the body, experts determine pathologies:
• prenatal (intrauterine)
;
• natal (during childbirth)
;
• postnatal (after birth)
.
Secondly, a child’s development is significantly influenced by such factors as the social environment in which he grows up. If it is unfavorable, then at a certain point the following problems can be identified in the child’s development :
• emotional deprivation;
• pedagogical neglect;
• social neglect.
TYPES OF DEVIATIONS IN CHILDREN'S DEVELOPMENT
So what is a deviation in child development ? This is a violation of his psychomotor functions, which occurs when various factors adversely affect his brain. As a result, the following types of deviations in the development of children :
• Physical.
• Mental.
• Pedagogical.
• Social.
The group of children with physical disabilities includes those who have ailments that make their actions difficult, as well as children with visual, hearing and musculoskeletal impairments.
The group with mental disorders includes children with mental retardation , mental retardation, speech disorders and emotional-volitional disorders.
The group with pedagogical deviations consists of those children who, for certain reasons, did not receive secondary education.
The group with social deviations consists of those children who, as a result of their upbringing, were not instilled with a function that significantly influences their entry into the social environment, which is very manifested in behavior and consciousness during their stay in a social group. Unlike the first three groups, social deviations (anger, phobias, lack of will, hyperactivity, significant suggestibility)
difficult to differentiate from the natural manifestation of
a child’s . It is in these cases that it is not therapeutic intervention on it that is of great importance, but the prevention of possible deviations from the rules and norms .
By the way, a gifted child is also a deviation from the norm , and such children form a separate group.
DETERMINING THE NORM IN CHILD DEVELOPMENT
G. M. Dulnev and A. R. Luria identify 4 basic conditions necessary for the normal development of a child :
1) " normal functioning of the brain and its cortex"
;
in the presence of pathological conditions arising as a result of various pathogenic influences, the normal ratio of irritable and inhibitory processes is disrupted, and the implementation of complex forms of analysis and synthesis of incoming information is difficult;
the interaction between brain blocks responsible for various aspects of human mental activity is disrupted; 2) “ normal physical development of the child and the associated preservation of normal performance , normal tone of nervous processes”;
3) “preservation of the sense organs that ensure the child’s normal communication with the outside world ”;
4) systematic and consistent education of the child in the family , kindergarten, and secondary school.
Violation of these conditions can lead to the occurrence of dysontogenies of varying severity.
So what is the norm for a child ? This is, first of all:
1. His level of development corresponds to most of his peers among whom he grows up.
2. His behavior meets the requirements of society: the child is not antisocial .
3. It develops in accordance with individual inclinations, while clearly overcoming negative influences from both its body and the environment.
So, the conclusion can be drawn as follows: not every child with developmental disabilities from birth is no longer the norm and , on the contrary, a healthy child at birth does not always reach the norm as a result of development .
The child develops according to the norm when:
• proper functioning of the brain and its cortex;
• normal mental development;
• preservation of sensory organs;
• consistent training.
The question may arise about the suitability of these points for children with existing disabilities . Let us immediately determine that a child with a physical and mental defect must undergo complete rehabilitation from the very first days. This includes not only medical intervention, but also pedagogical correction. Thanks to the joint efforts of parents (primarily doctors and special educators), many pathologies in development can be circumvented thanks to the compensatory processes that are possible in children with disabilities .
Not everything will go smoothly and easily. But a child with physical disabilities can and should develop according to his age. To do this, he only needs the help of specialists and the boundless love and patience of his parents . Some success is also possible in children with mental pathologies. Each case requires an individual approach.
WHAT BEHAVIOR IN A CHILD SHOULD BE WATCHED IN ORDER TO PREVENT DEVELOPMENTAL DEVELOPMENT DEVELOPMENT ?
In preschool age:
1. As a result of pathogenic effects on the brain and its cortex, the normal relationships between irritative and inhibitory processes are disrupted. If a child has difficulty controlling inhibitory reactions to prohibitions, he cannot organize his behavior even in play, then this may be one of the signals that the child has developmental disorders .
2. The child fantasizes excessively or, on the contrary, is quite primitive in his stories when trying to get out of a difficult situation.
3. The child is prone to imitating incorrect forms of behavior, which may indicate easy suggestibility.
4. Infantile ( underdeveloped )
emotional manifestations in the form of loud screaming, crying or movements inappropriate for age
(poking)
.
5. Hot temper, impulsive behavior for any minor reason, which leads to a quarrel or even a fight.
6. Complete negativism, disobedience to elders with pronounced aggression, anger at a remark, prohibition or punishment.
At primary school age:
1. Low cognitive activity, which is combined with personal immaturity.
2. Negative attitude towards lessons, refusal to complete assignments with a desire to attract attention through rudeness and disobedience.
3. By the end of primary school age, the presence of significant gaps in knowledge, which are accompanied by a reluctance to learn.
4. Craving and interest in what brings aggression and cruelty. Antisocial behavior.
5. To any prohibition or demand, the response is violent, bringing conflict, escapes from home are possible.
6. The desire for thrills as a result of increased sensory thirst.
During adolescence:
1. Infantile judgments, weak functions of self-regulation and self-control, lack of volitional effort.
2. Complex behavior, which is accompanied by infantility with affective excitability.
3. Early sexual desires, tendency to alcoholism, vagrancy.
4. A completely negative attitude towards learning.
5. Antisocial behavior that mimics inappropriate adult behavior.
Antisocial behavior in a child can be caused not only by congenital pathologies, but also by improper upbringing, which is accompanied by lack of control, antisocial behavior of family members, or their gross authoritarianism.
WHAT TO DO IF A CHILD HAS DEVELOPMENTAL DEVIATIONS ?
In order to determine whether there are deviations in the child’s development or whether this is simply an age-related manifestation of character, it is necessary to conduct a full diagnosis. A diagnosis can only be made after a full examination with the participation of various specialists, among whom must be a doctor, psychologist, speech therapist, and speech pathologist.
no one can make a conclusion about the child’s mental development based on one symptom .
In order to draw a conclusion and determine the level of capabilities of a small patient, there are psychological, medical and pedagogical consultations (PMPC, where specialized specialists work, whose responsibilities include examining the child , consulting his parents and starting corrective work if necessary.
We must remember: firstly, only a specialist can make a diagnosis of mental development , and secondly, a doctor’s conclusion is not a sentence or a label for life. Over time, if there is a favorable effect on the child, the diagnosis can be changed.
Development of skills and abilities
As we have found, biological reasons often lie behind the differences between boys and girls. Complex chains of cause-and-effect relationships lead us to quite visible psychological differences in children.
Motor skills
In general, we can say that boys have a greater need for movement than girls. Even in the boys’ drawings, if you look closely, everything happens in motion: rockets are flying, superheroes are running, cars are driving. It may seem strange to many, but boys often need movement to focus. Remember how sometimes boys pace around the room, trying to learn a poem. Modern research shows that the background activity of a boy's brain at rest is greatly reduced, while the same conditions have almost no effect on the brain of girls. The conclusion follows from this: attempts to reduce physical activity to increase mental activity work better with girls, but a boy’s brain is more likely to perceive such a signal as an indication to complete work.
The most cruel and ineffective punishment for a boy is a ban on movement. From the lips of parents and teachers you can often hear: “Sit until you find the answer!”, “Today you are behaving badly, so no walk!” Such punishments are more likely to aggravate the problem than to help solve it.
On the contrary, if we want the boy to be as involved in the learning process as possible, we need to include physical activity in his daily routine.
The advantage of the Montessori system is that it always takes into account the possibilities of free movement, and the environment in the children's club is designed so that children do not need to sit in one place for a long time. Kids move freely around the classroom, choose materials and organize their activities.
Spatial perception and design abilities
We found that the right hemisphere, which is responsible for spatial perception and construction, is more active in boys. This means that in general, boys find it easier to trace the trajectory of a moving object, it is easier to imagine a three-dimensional figure, and they have good hand-eye coordination.
Boys enjoy engaging in activities with construction sets, love to build with blocks, and usually have no problems putting together pictures from puzzles.
It should be noted that the Montessori system offers a lot of material for teaching children through design tasks. With the help of blocks of different shapes and sizes, the child visually becomes familiar with the concepts of length, height and width and other characteristics of objects.
Speech development
The left hemisphere is primarily responsible for speech functions. As we remember, its activity is higher in girls than in boys. It is because of this feature that boys, on average, begin to speak later than girls. Boys' speech is formed by the age of 4 - almost a year later than girls. In addition, on average, girls have a much more extensive vocabulary; they more easily learn new grammatical structures and use them in speech.
In addition, girls are more sensitive to nonverbal signals in speech: emotional coloring, tone, facial expression and gestures. They connect words and feelings more easily.
Classes to develop children's speech and introduce them to reading in the Montessori system take these points into account. Thus, in training, tasks and materials are used that allow the use of tactile, visual and motor channels of perception. This enables children to build on their strengths when faced with challenges.
Emotional and communication development
Differences in the emotional manifestations of boys and girls can also be traced, but not so pronounced. We can say that girls are more often able to describe the essence and causes of the emotions they experience, while boys much more often find it difficult to express their state in words.
Aggressive behavior is much more common among boys; they often choose more dangerous games with peers.
It is also easy to notice the specifics of children’s friendships: girls tend to form more or less stable groups based on mutual sympathy, and boys more often find friends based on their interests; they primarily become partners in games and adventures.
conclusions
The development of boys and girls differs from the very first day of life. Gender-dependent hormonal levels affect a huge number of body systems, including the brain. Scientists have found that on average, brain activity in some areas differs between men and women. This leads to psychological differences: the development of thinking and speech, features of memory and perception. Thus, boys have much better spatial perception and thinking, and girls are superior to boys in the ability to use and understand speech.
Despite the scientific nature of this data, no one dares to say that the patterns apply to all boys and girls and cannot be adjusted. On the contrary, firstly, not all boys and girls fit into these characteristics. Secondly, the organization of the environment and the inclusion of varied activities in the baby’s life is undoubtedly a much more significant factor in the development of a happy and well-rounded child.
Education for boys and girls
Knowing about the gender characteristics of children's development, it is not difficult to guess who has a more difficult time learning at school. And the point here is not at all that girls study better. It’s just that their developmental tendencies are more consistent with the requirements of the school: girls are more diligent, they often have a wider vocabulary, and they understand verbal instructions well.
However, this does not mean at all that boys cannot study well. Just to educate children, it is important to take into account a number of their gender characteristics.
What should you remember when organizing education for boys and girls?
- Boys are better at concentrating on one subject, while girls are good at solving several problems in parallel,
- Girls perceive verbal instructions well, boys understand visual images better,
- Boys need less eye-to-eye contact, and being forced to make eye contact can even cause speech difficulties.
- Boys show themselves to be better at identifying patterns,
- Girls are less distracted by extraneous stimuli,
- Boys, by their nature, are more assertive and prone to competition, take risks more easily, and are less accepting of inhibitions.
- Girls better understand complex instructions consisting of several steps, work better according to a model,
- Boys notice details better
- Girls are capable of switching between tasks more quickly, boys need time to engage in new activities,
- Girls have a slightly larger memory capacity and better memorization ability,
- Boys prefer physical games, while girls often enjoy word games.
It is also important to remember that biological prerequisites, although they guide a child’s development, do not determine it. A child's developmental environment has a huge influence, perhaps even more than genetics. Thus, a boy with already well-developed spatial thinking will most likely often play with his favorite construction set and climb trees, which in turn will further develop his spatial orientation skills. While a sociable and sensitive girl will prefer to play mother-daughter or “family,” thereby further developing her verbal and social skills.
Biological characteristics are only the first steps of a long journey of personality development. The experiences a child goes through influence the child's development and success even more than their innate characteristics. This is why it is so important to understand what we fill the lives of our children with.
