The Importance Of Language In Children

The importance of language in children

Language is a system that allows expressing intentions and contents by relating meanings and sounds. The use of language implies sharing knowledge, so speakers when they communicate must cooperatively express their intentions and content, this means to place and stay in shared contexts and follow tacit rules for use. 

It is necessary to mention some basic notions of language development, as is the case of pragmatic which refers to the fact that a cultural context and a cognitive context for the use of language are necessary, because in addition to sharing knowledge, speakers when communication mustCooperatively express their intentions and content. On the other hand, semantics refers to how significance is done through language;While the morphology of a language includes the way words are built and what combinations of morphemes are possible and which do not. Syntax is the rules system that govern the structure of sentences, that is, it deals with the combination of words.

When difficulties are presented in the acquisition of language or in the development of the concepts mentioned above, in children who do not show neurological, cognitive, sensory, engines or socio-affective problems, taking into account the current media of diagnosis in the different disciplines,Reference is made to the specific language disorder (Tel). 

This concept has a significant evolution which is influenced by the context, its characteristics and the evaluation parameters in conjunction with the classification manuals.

It is possible that in the first instance there is a simple language delay, which can lead to a specific language delay and end in a specific language disorder. However, with timely intervention and a stimulating context, difficulties can decrease or disappear.

The simple language delay is an immaturity 6 months late with respect to typical development, that is, the first words will appear between 18 and 24 months, but the delay time does not usually exceed between 6-8 months. When the 100 words achieve, half are nouns, a quarter stereotypes and the rest functional lexicon;However, this immaturity is usually corrected when they enter the education system. In the simple language delay, the expression appears more altered than compression, which is even qualified as normal by some authors. "In the expression, phonological disorder is characteristic. Linguistic emissions appear as little intelligible because the syllabic structure of words is altered and they are omitted or add phonemes."For example, in a conversation with a 3-5-year? He answers “a dog”, continues with the next question, where does the dog live?, The child responds “home.

On the other hand, the specific language delay appears at 3-4 years, where there may be difficulties in access to the lexicon, they make incomprehensible sentences, produce nominal and verbal omissions. These difficulties grow when the complexity of the context increases, which produces that in understanding there can be frequent communicative ruptures for lexical, syntactic and/or pragmatic reasons. In summary, the first combinations of words are very delayed or stagnant, they begin with very simple phrases, so the evolution is slow towards the complex sentence.

The next example of conversation refers to a child with specific language delay. The child is asked how is Dad’s dog?, Ans "Black", continue with the next question, and Mom’s cat?, Answer "White and also a black cat, she is dad and mom", are the two black?, Child responds "Black Yyyy the White Mom, a white cat".  If these difficulties failed to be overcome they evolve towards the specific language disorder.

The specific language disorder (Tel), is a significant alteration in the acquisition and development of language, which is not justified by any physical, neurological, intellectual or sensory cause, in adequate social conditions. It is characterized by limitations in the ability to isolate, identify and memorize speech sounds and the order in which they are emitted, so it has consequences in the acquisition of the first words. Exceeds 6 months with respect to typical development between 5 and 6 years.  

For example, when the child is asked to tell a story, a story or the events of the day, due to these difficulties in language, he will do so as follows: "The girl eats ice cream yesterday" "knowing that the block is aFruit "" The dog looked with some bees and lots. And they flown high "

Finally, it is important to mention that the causes of language disorders are not completely defined, although family genetic load and social environment are considered as an influential factor. However, in all cases it should be found that the child does not have neurological damage, intellectual disability, which does not present deafness and that it has not been deprived of stimuli. The prognosis is variable and cases that recover completely, others that do so later and that significantly affect learning;but the earlier it is identified, the lower probability of persistence will have.

In the current school system and in the inclusion of students with Tel, in most of the time it is not known how to address this situation, since teachers do not have enough information and/or training to help these children obtain aOptimal learning. Today there is a great need to improve the quality and inclusion of these children in school, which will be addressed in the following section