1. What is language retardation in children?
Children’s language developmental delay refers to children’s oral expression or language comprehension abilities that are significantly behind the normal developmental level of children of the same age caused by various reasons, and has become one of the most common developmental problems for preschool children.
0 to 3 years old is a critical period for children’s intellectual development and also a critical period for children’s language development. Early intervention during this period can achieve a multiplier effect with less effort.
2. What is the general law of children's language development?
Generally speaking, normal children can understand and start to say the first words such as father and mother when they are about 1 year old. The vocabulary increases rapidly after the age of 1, and the vocabulary increases more rapidly after the age of 1.5. In the word explosion period, the vocabulary increases to more than 50. At this time, the child has a combination of two words, a phrase or a combination of three words That is the sentence.
When you are 2-3 years old, your vocabulary has increased significantly, you can use more appropriate words, and can express your emotions, hopes, interests, etc., and can flexibly use the learned vocabulary to express your intentions in communication. When
is 3 years old, he can speak simple sentences, follow 2-3 consecutive instructions, and gradually learn to use pronouns.
Master the grammar rules when they are 4 to 5 years old. They can actively participate in dialogue and communication. Although some pronunciation is unclear, strangers can basically understand them. Can tell stories, follow more than 3 consecutive instructions, be able to respond to questions "who, where, what", and like to ask why. More complex language forms began to appear, such as conditional sentences (if...then...), conjunctions (because...so, but...), can express their intentions and thoughts more skillfully, and use them appropriately in different situations Language to communicate.
3. What are the disadvantages of children's language retardation?
1. Preterm infants: The language of preterm infants combined with other developmental problems accounted for a significantly higher proportion. This may be because preterm infants are immature in the uterus and are prone to abnormal development after being exposed to adverse external stimulation.
2. Family history: Studies have shown that children with a family history of language disorders are more likely to get the disease.
3. Family environment: Young parents are often busy with work and lack time to accompany their children. Intergenerational parenting is a common phenomenon in modern society. Most grandparents or nanny are elderly people with low education and obvious dialects, and their parenting knowledge is outdated and lacks How to communicate and interact with children. It is worth noting that left-behind children have significantly higher levels of language delay than other children.
4. Screen time: Screen time is the time the child spends watching any screen such as TV, computer, tablet, smart phone, etc. The more screen time a child has, the less time he has to interact with others. Parents may find that their children can "learn" some language from TV, but the language that children learn in this way often does not understand how to use it.
5. Environmental changes: Careful parents will find that their children are more willing to communicate in their familiar environment, but they often seldom communicate with others in unfamiliar places. Too many changes in the environment, such as moving house, changing kindergarten, etc., will interrupt this connection, causing a sudden interruption of the child's communication partner.
4. What kind of parents do you belong to?
There are different ways of communicating between parents and children. We can divide parents into the following four types according to the way they interact with their children:
1, nanny type: This type of parents often has their children not clearly expressed to them. When the need arises, he has already made his own pre-judgment and has met all the children's needs. The child only needs to "reach out with clothes and open his mouth". Children do not need to ask, help, ask questions, etc., because these needs have been met.
2, talkative parents: This type of parents tend to talk non-stop around their children. For example: when a child is playing with train tracks. He will "dubbing" uninterruptedly next to him, asking where the train is going? Will it go to the cave? I think it will drive to the river and so on. The words of this kind of parents are often long and short, without pause, so the children cannot make their own responses to their questions or descriptions.
3. Teacher type: This kind of parents often feel that casual play is "meaningless", so they will seize every opportunity to "teach" their children "knowledge". They think that building blocks are for building. Books are for viewing, so when they see the children putting the building blocks in the toy trolley and pushing them around, stacking the books one by one, they will rush to tell the children how to play with toys. No matter how happy children are, theyWill insist that children immediately correct their "wrong" play and adopt the correct "play" that their parents tell them. They will give the child a chance to respond, but the child can only respond in the way they expect.
4. Interactive type: This type of parent is the child's best playmate. Children always like to play with them. The interaction between them and their children is one-to-one and balanced. It is not that one party is directing the other. Parents give their children ample opportunities to participate and respond. Parents and children have common interests. This kind of parents will use their children's play methods to turn themselves into their children's playmates, and then add appropriate language to the children's interests in the communication.
5. Why be interactive parents?
The "family-centered" child language intervention model is currently the most evidence-based and effective intervention model in the world. If children's language learning does not have parents' participation, the effect is very limited. If parents learn to help their children develop language and communication skills, and apply them to their children's daily life, then the children's chances of learning languages will be greatly increased, and they will learn language and communication all the time. In short, the family language environment constructed by interactive parents is conducive to children's language development, and then promotes children's intellectual development.
6. How to be an interactive parent?
1. Principles to be followed to become the child's best playmate
Parents should become the best playmate with their children, not "teacher", "nanny" or "narrator". Parents and children should "see, talk and play together". Watch together-see what the child wants to see; talk together-say what the child wants to say; play together-play in a child's way.
2. Ways to become the best playmates for children
(1) Take a look-observe the child face to face
face to face with the child, can help parents observe the child’s interest, facilitate the parents to understand the child’s words, and make the child feel heard and respected , It is also easy for children to understand what their parents say; increase the visual communication between parents and children, so that children can observe the expressions and movements of their parents, and it is also easy for children to imitate what their parents say.
(2) Second-class-patiently wait for the child to express
①Master the rhythm of the child: Parents need to wait for the child to express themselves during the interaction, but the waiting time cannot be too long, otherwise the child's attention will divert. When the child has not tried to communicate after sufficient waiting, the parent should express the child’s needs and wait for the child’s response. Give encouragement with facial expressions in time; parents need to look at their children while waiting, while giving an expectant smile.
②Visible but out of reach: Parents can put the food or toys their children want to play with in a transparent box, the children can see, but they can’t reach or open them, so the children need these When doing things, he will express his needs to you in the way he knows how to communicate.
③ Give only a little bit each time: Parents can divide the food that the child likes into small pieces and give him a little bit each time, so that every time he needs it, it is an opportunity to initiate communication. When playing some constructive toys, parents can also hand the child a puzzle or a building block each time. Because the child needs to complete the entire game, he needs to ask you repeatedly.
④ Deliberate mistakes: Parents make mistakes deliberately in daily life. For example: You give him food, but you "forgot" to give him a spoon. Your child will love to find your mistakes and point them out to you, which can also provide more reasons for your child to initiate communication.
⑤ Can not be completed independently: Parents can also provide some games that children cannot complete independently, such as: blowing bubbles, toys that require winding, etc. Because these games cannot be played by children without the help of their parents, they have created many opportunities for children to initiate communication with their parents and express their needs.
(3) Three responses-respond promptly and appropriately to the child's expression:
timely: parents often hope that their children can express their expectations when interacting, but ignore that the child is already using his way Expressed, so parents often do not respond to the child’s communication in a timely manner, but insist on waiting for the child to give the answer that the parent expects before giving a response. As a result, the child soon loses interest in continuing to interact with you.
Appropriate: When parents interact with their children, they should highlight keywords and repeat them. If necessary, visual stimuli, such as expressions and actions, can be added to make it easier for children to understand what you are saying.
Have you learned to be an interactive parent?
