CHILDREN'S LANGUAGE DEVELOPMENT

Supporting Children's Language development in Communication, Language & Literacy



Supporting Children's Development in Communication, Language & Literacy

Introduction

No matter what language we speak we the child because this level of development in young children can learn different languages ??simultaneously. Babies can make all the sounds of all languages ??at the beginning. So when we talk, we are teaching them what sounds do to use a particular language. The important thing is that we talk to your child.

At this time is when the child learns most things we will know when adult. Here, all we do and / or parents say influences the child's behavior, each of the attitudes he sculpts, each word is marked indelibly, influencing and conditioning every day development. Hence the importance of helping and encouraging the child's speech development. But parents can respond to this: "Well, it is important, but my child is developing one. The learn to speak anyway” (el Moussaoui & Braster, 2011). This is not always true. Children do not grow or develop properly and optimally without the help of parents. If so, why did not influence appropriate and positive way in that process? This is why parents need to adopt some guidelines to help stimulate and facilitate the optimal development of your child's verbal language, thus ensuring a process of adaptation and adjustment to the environment.

Discussion

The teacher maintains a warm, serene and verbally stimulating your child from the moment of birth tends to lead to proper development of their language and integrated personality. When she speaks to feed, bathe and care for, long before I can understand your words, feel safe, protected and encouraged to communicate (Guerra, Graham & Tolan, 2011). More "late," naturally, the teacher should stimulate naming things and activities with him: "Take your bottle," "Now I put the shoe", etc. and so the child will learn that everything has a name.

It is also desirable that the teacher always call things by their names and situations or with the same words or phrases (Hyson & Taylor, 2011). That way the child begins to understand the words and then talking himself only through frequent repetition that the teacher does. What to do? Well, there's nothing better to talk to the child, but without requiring or pressuring we to talk, because many problems arise in this respect precisely because the adult wants, necessarily, that the things done as he wishes, without taking into account the real possibilities and inclinations of the child.

Other parents, though not interrupt your child, do not know to listen for a long time and are carried to impertinently activity and ensuring that it is only half-listening. This for the child is like talking to the wall. Parents should realize how irrelevant it is to talk with someone who does not listen when spoken to and, for example, is reading the newspaper (Lynch & Batal, 2012). This is the situation in which there are many children throughout the day because their parents do not devote the proper attention, even ...