Children’s communication disorders and delays
Children’s communication disorders and delays range from the very simple substitutions of sound. Leading to an inability to understanding and using the language for feeding and speech function. A delay in children’s communication is seen when they are behind their peers, particularly on language skills. Meaning that a child encounters difficulty in speech production or has problems with voice quality, hence delay communication. Besides, there are six stages based on the child’s development concerning his or her communication, as discussed. The most parent always has high expectations from their children to talk. They wish to hear them alter the first-word “mother,” which usually happens when a baby is nine months old or a year. The child should be able to use simple phrases when she is two years, and when she is three years old, she should also construct a sentence. When the child is at four years, she should fully talk; although she may make grammatical errors, she should basically acquire the language at five. For them to acquire the basic language, it usually under six stages as discussed.
Prelinguistic as one the stage: in the life of a child, during the first year of her in speech, there are developmental factors regarding speech that he or she shows, for example, gestures, adequate eye contact-making, showing of sound repartee between the caregiver and the infant and also crying. Their first pre-speech words are, for example,” maamaaamaa”. Another stage is holophrases. When a child is 10 to 13 months, that when he or she can reach that stage since he can alter a single word at a time, a good example is when a child is pointing at something, for example, a cup, and altering words like a cup, meaning that the holophrases can be interpreted as the child is demanding that cup. The third stage is the two-word stage. The stage is usually reached by children who are 18 months since they compose a sentence concerning a verb, noun, and a modifier that can either be interrogative, declarative, negative, or imperative.
The fourth stage is the multiples of word sentences. At this stage, when a child is of two or two years and a half, he or she can construct sentences concerning suffixes and prefixes to change tense or sentence meaning. At the fifth stage, a child can use more complex grammatic structures at the age of three. For example, “where is the daddy.” They can use embedded conjunctions and propositions within a sentence. The last stage of a child’s language development is the adult structure of language. A child aged five to six can reach this level to distinguish complex structural through a change of word order in a sentence.
Speech disorders can be defined as a condition in which one has a problem with speech formation and sound creation needed for communication. As a result, it cannot be easy for children’s speech to understand. Speech disorders are characterized in different ways. For example, articulation disorder. It is involved in difficult articulations of specific types of sounds. The disorder involves one sound being substituted for another. Phonology is another speech disorder that is most common in boys. Phonological disorder is the inability to form word sounds correctly; hence, most children cannot use all speech formation sounds. Disfluency is another speech disorder in children. This is when the flow of speech is involuntarily disrupted, mainly during childhood normal development of language speaking.
Language disorder can be described as communication disorders that impact how people process language and use it. Besides, language disorder has impacts on education and language development, especially to the children. It can result in children not completing their assignments since they cannot process and understand verbal information. Children with language disorders may face difficulties in spelling and reading words and sentences.
However, there are techniques used by speech language pathologists to help children with disorders in communication. One of them is the use of articulation skills to help children pronounce specific sound patterns and speech they are unable to pronounce. They also use language expressive skills to help children learn new words and form phrases and communication, hence good communication. Another technique is the use of listening skills. It is the ability of a child to learn and understand language. Therefore the speech-language pathologist can help children develop new vocabularies and how to use and communicate with others. Speech fluency is also a communication disorder characterized by speech flow; therefore, they can help the children by coming up with strategies concerning the control of those behaviors such as prolongation. They also use cognitive skills of communication to help the children. The method works by enhancing processes such as attention and awareness since they can monitor and solve these problems by helping them develop skill development. In conclusion, if the various techiques are followed, we can help our children on this issue of communication.