2023-09-10 07:22:06
Language development disorders in pre-school children
In last week’s issue of the “Your Health” supplement, we talked about the basics and methods that help families return their children to school in good health, excellence, and high productivity. This was directed to normal, healthy children who do not suffer from any disorders that may prevent them from integrating with their peers normally, and may reduce their level of understanding and achievement.
We must not ignore a group of children among these students, who have developmental linguistic disorders. Here a group of questions arise about how to identify them, and what we can offer them to help them.
The educational environment represented by the school, especially in its early stages, focuses on academic, linguistic and social skills with the aim of developing them in a way that helps the child to continue in the following stages of education, in a pattern characterized by effective and successful growth during these initial stages. Where children are taught the rules of play, interaction and social communication. Here, there is a major challenge facing children who suffer from a disorder in the development of language skills, which may require additional support.
Children and language learning
“Your Health” met with Dr. Wael Abdel Khaleq Al-Dakrouri, Head of the Communication Disorders Department at the Psychiatric Care Clinics Complex in Riyadh. He is an academic, researcher, and consultant to a number of bodies, and an associate professor at the College of Medicine at Al-Faisal University in Riyadh. He is also the international ambassador for the American Speech-Language Association, specializing in speech-language pathology treatment. . We consulted him on this subject as a specialist in speech and language pathology.
Dr. Wael began his speech by explaining a scientific fact that we must be aware of, which is that children learn language in the same way, but not always at the same time.
He explained that it is normal for some children to begin communicating linguistically early, and understand everything that is said to them, but others do not communicate linguistically effectively and sufficiently, and some of them may find it difficult to listen and pay attention. He also explained that it is possible for some children to suffer from speech or language problems before they start school.
“Pre-school” children, who are between 3 and 5 years old, some of them have the opportunity to enter kindergarten early, and some of them have not yet. This last group faces problems following directions or understanding questions when they begin school. They may have difficulty learning new words or using sentences that are appropriate in terms of structure or semantic content. A child from this group may also face problems in both, which is known as developmental language disorders.
Indicators of language disorders
Are there signs of language disorders in preschool?
Dr. Wael Al-Dakrouri answers: Yes, there are indicators of language disorders in the pre-school stage, and these indicators appear at the different language levels, which are represented by children facing problems in understanding, expression, and language use skills, and they are as follows:
• “Receptive language”: problems of linguistic understanding among children when facing difficulties at the level of:
– Pointing to objects and pictures when asked.
– Answering questions.
– Follow the instructions.
– Understand what people mean when they use gestures and gestures, such as shrugging or nodding.
– Understanding long sentences and phrases.
– Understand what people mean when they use pronouns and adverbs of place and time.
• “Expressive language”: Some children may suffer from problems with expression or speaking, which is called “expressive language,” and is represented by facing problems at the level of:
– Naming things.
– How to ask questions and use appropriate questioning tools.
– The vocabulary is largely focused on nouns, and the vocabulary is weak at the level of verbs and adjectives.
– Use gestures.
– Grouping words into sentences, in light of the grammatical and morphological rules of the spoken language, according to the dialect that the child speaks.
– Learn songs and chants.
– Using the correct pronouns and adverbs of time and place.
• “Practical language”: It is also possible that some children may suffer from problems in language use skills, which is called “practical language,” which consists of facing problems at the level of:
– Know how to start and continue a conversation.
– Knowing how to take turns when speaking with others.
– Changing the way you talk to different people and in different places. For example: speaking differently to an adult than to a young child, and speaking louder outside than indoors.
• Reading and writing: It is worth noting that while many children suffer from problems in understanding and speaking, this can coincide with problems at the level of basic reading and writing skills, such as:
– Looking at the pictures in the book and turning the pages.
– Telling a story with a beginning, middle, and end.
– Naming letters and numbers.
– Learn the alphabet and numbers.
have a two Language
Is bilingualism possible? Dr. Wael Al-Dakrouri explained that there are many myths that must be dealt with about developmental language disorders, such as:
The common myth in many societies is that “learning a second language may cause language problems.” This myth has been refuted and scientifically proven to be incorrect. As children all over the world learn to speak languages other than their native language, and the child will face problems in both languages if he suffers from a developmental language disorder, so there is no harm in learning more than one language linguistically.
Some people may worry that “learning more than one language is bad for a child,” but this could not be further from the truth. In fact, there are many advantages to knowing more than one language; Many linguists feel that knowing a second language is beneficial to the development of a child’s cognitive and perceptual development. Studies have shown that in children who speak two languages, the two languages are in conflict, as if each were trying to convince the child to choose it when responding to a linguistic stimulus, which requires the ability to put one language down and give priority to the other language. Which entails the activation of selective attention and cognitive flexibility; A recent study found that these skills are better in children who speak two languages, which is clearly evident at the beginning of academic studies. Children who speak two languages show progress in the cognitive field, represented by a higher development of self-control skills, which directly affects their academic future and the development of their social skills. A child who has advanced self-control skills has an easier time focusing his attention on points. task, and less interaction with various distractions, which has a positive impact on academic development. As for social interaction, he has greater control over his behaviors and interactions.
Using more than one language with a child does not cause a delay in itself, while children who are exposed to more than one language may have a slightly slower onset of speech than children who are exposed to one language, but they remain within normal limits. Studies have shown that even children who suffer from delayed development of language and speech skills can benefit from learning more than one language system.
Treatment of preschool disorders
Regarding the treatment of language disorders in pre-school children, Dr. Wael Al-Dakrouri confirms that the role of the certified speech-language pathologist is important and pivotal in developing children’s language skills at the level of understanding, expression and use. The intervention program provided by the speech-language pathologist also plays an important role in helping the child prepare for reading and writing.
Dr. Wael notes that good language skills help the child learn, interact socially, form friendships, and feel confident and satisfied with himself.
Dr. Wael adds that it is worth noting that the speech-language pathologist must work with the family and involve them in the treatment program, which must contain activities and possible goals, such as:
– Increase the child’s understanding.
– Improving how the child uses language to express and communicate effectively.
– Train teachers and families on how to interact with the child, and learn more about what can be done at home to help the child.
– Help the child use other methods of communication when needed.
– Teaching early reading and writing skills.
* Community medicine consultant
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