Language Development PDF - Assiut University 2024

Language development By Prof. Nadia Ebraheem sayied professor of psychiatric nursing Assiut University 2024  Learning outcomes  After reading this chapter you should be able to:  What is language?  Definition development.  What is language development and why i...

Language development By Prof. Nadia Ebraheem sayied professor of psychiatric nursing Assiut University 2024  Learning outcomes  After reading this chapter you should be able to:  What is language?  Definition development.  What is language development and why is it important?  What communication is there before verbal communication.  Language Acquisition Stages in Children.  Introduction: Language is a system of symbols that we use to communicate with one another. It consists of sounds, which can be combined in various ways to make words, and those words each carry their own meanings. ‫ يتكون‬.‫ه نظام من الرموز نستخدمه للتواصل مع بعضنا البعض‬ ‫ اللغة ي‬ ‫ وكل من هذه‬، ‫من أصوات يمكن دمجها بطرق مختلفة لتكوين الكلمات‬.‫الكلمات تحمل معانيها الخاصة‬ . What is language? Language is a system of communication, although not all communication occurs through language. We will see the infants, before they are able to understand or produce words, they can communicate quite effectively with us. *Language is a symbolic system. That is, each word (and sometimes even parts of words) means something. Definition What is language development? Language development is a higher level cognitive skill involving audition and oral abilities in humans to communicate verbally individuals' wants and needs. ‫ تطوير اللغة هو مهارة معرفية عالية المستوى تتضمن تجربة‬ ‫ظ‬ ‫اللف‬ ‫للتواصل‬ ‫االداء والقدرات الشفوية لدى ر‬ ‫البش‬ ‫ي‬.‫برغبات واحتياجات األفراد‬  why language development is it important?  Language development is an important part of child development.  It supports the child's ability to communicate.  It also supports the child's ability to express and understand feelings. What communication is there before verbal communication?  We have referred to the fact that language is a system of communication, but that not all communication occurs through language.  We will consider some of the ways in which early communication occurs even before spoken language.  Infants are social and emotional beings, and are able to send emotional messages from the time that they are born.  Using facial expressions and early vocalizations‫ نطق مبكر‬such as crying, screaming, smiling or laughing, we can interpret an infant’s emotional state.  Crying has received particular attention as a key way in which infants communicate.  There are disagreements about whether crying should be viewed as an attempt to communicate some physiological need, a way to manipulate parents and caregivers or a way for an infant simply to signal that she is healthy and strong. Language Acquisition Stages in Children: *psychologists describe language acquisition as something that is heavily and mostly dependent on nurture and environment. in other words, children learn first words and more if they have a speech-rich environment. ‫ ر‬to *child development happens with everything from babbling,‫الثثرة‬ baby talk, ‫ حديث الطفل‬to later language education‫تعلم اللغة‬. 1. Pre-birth: Preparation of the human brain for language acquisition after birth *Language acquisition begins well before a child is born. *Babies are initially familiarized with speech and language in the womb. *The human ear begins to function at the 3rd trimester or the 7- month mark of pregnancy. ‫تبدأ األذن ر‬ ‫البشية بالعمل يف الثلث الثالث من الحمل أو يف الشهر السابع من الحمل‬ *During this period, unborn infants respond to all types of sounds. *In the womb, babies are more sensitive to their own native languages than foreign ones, and also make a well-defined distinction between their mother’s voice and others. *This stage of language perception/hearing in the womb is essential for language acquisition after birth. ‫االدراك والسمع ضورى الكتساب اللغة‬ *Children who are born with congenital auditory impediments or hearing loss are deprived of this stage. *As a result, language acquisition is generally delayed by four to five months after birth. The Patient’s Rights: 2. Babbling – 7 months of age: *At this stage, infants begin to explore the properties of sounds through production. ‫ يبدأ األطفال يف استكشاف خصائص األصوات من خالل‬، ‫يف هذه المرحلة‬.‫اإلنتاج‬ *The sounds of early babbling are universal..‫* أصوات المناغاة المبكرة عالمية‬ *However, by the time a child reaches the age of 8 months, a drift occurs in the characteristics of babbling. ‫ يحدث‬، ‫ أشهر‬8 ‫ بحلول الوقت الذي يبلغ فيه الطفل سن‬، ‫* ومع ذلك‬.‫انحراف يف خصائص المناغاة‬ *Babbling becomes more distinctive. ‫الثثرة ر‬ ‫اكث تمثا‬ ‫تصبح ر‬ *Infants begin to make sounds that would only occur in their own native languages..‫ يبدأ األطفال يف إصدار أصوات تحدث فقط بلغاتهم األم‬ *At this stage, parents should expect their children to go through three phases. They follow: One consonant and a vowel at a time. ‫حرف ساكن وحرف متحرك يف كل مرة‬ Example: “ma,” “da,” “du,” “bi” Reduplicative babbling. Example: “da-da-da-da” Non-reduplicative babbling. Example: “ba-du-ba- du.” ،‫ وااااا‬،‫ دادادا‬،‫ماماما‬  3. One-word (Holophrastic) Stage – 1-1.5-years-old *During this stage, children begin to acquire and produce real words of their native languages. ‫ يبدأ األطفال يف اكتساب وإنتاج كلمات حقيقية من لغاتهم‬، ‫خالل هذه المرحلة‬.‫األصلية‬ *A child in this stage will use single-word constructions to communicate. ‫سيستخدم الطفل يف هذه المرحلة اإلنشاءات المكونة من كلمة واحدة‬.‫للتواصل‬ *The use of single-word items is meant to convey full sentences provided the context. ‫تعن يف المقابل جملة كاملة‬ ‫فه ي‬‫ ي‬،‫حيث يبدأ الطفل بإصدار كلمة واحدة ذات معن‬ ‫يتم فهمها من الموقف الموجود‬ *The one-word productions have three functions: *Express emotions: “uh-oh,” “bad” *Request a desired action: “up,” “down,” “gimme” *Name objects: “baba” (bottle), “truck,” “doggie,” “mine” ‫ماما – بابا – ننه‬ *At this stage, children know the meanings of words that they say, as speaking is often companied by finger-pointing ً. ً ‫ فغالبا ما يكون الكالم مصحوبا بتوجيه أصابع‬، ‫الت يقولونها‬ ‫معان الكلمات ي‬ ‫ي‬ ‫ يعرف األطفال‬، ‫يف هذه المرحلة‬ ‫االتهام‬ 4-Two Word Stage – 1.5-2-years-old *Children usually enter this stage when they have acquired about 50 words..‫ يبدأ يف إثبات معرفتهم بتتيب الكلمات حسب لغتهم‬ *It is very common for production to take the following structures: Doer + action: “Tommy play” ‫توم بالي" امل تلعب – أحمد ياكل‬ ‫ " ي‬:‫ العمل‬+ ‫الفاعل‬ Action + affected object: “Kick ball” ‫العب عمر‬- ‫ وقع احمد‬,"‫ "ركلة الكرة‬:‫ الكائن المتأثر‬+ ‫اإلجراء‬ Possessor + possessed object: “Daddy key” ‫ ر‬+ ‫المالك‬ ‫ "مفتاح بابا" لعبة أمل " عروسة امل‬:‫الشء الممسوس‬ ‫ي‬ Negation/Refusal/ Cessation of existence: “No veggie,” “all gone milk” "‫ "حليب ذهب بالكامل‬، "‫ "ال خضوات‬:‫ التوقف عن الوجود‬/ ‫ الرفض‬/ ‫النف‬ ‫ي‬ *At this stage, lots of verbs, nouns, and adjectives emerge, as well as intonation! ‫ باإلضافة إىل‬، ‫ يظهر الكثث من األفعال واألسماء والصفات‬، ‫* يف هذه المرحلة‬ ‫التنغيم‬ * Intonation is a clear indication that children do not perceive speech production as one chunk, but rather as individual words coming together to convey a more complex meaning. ‫* التنغيم هو إشارة واضحة إىل أن األطفال ال ينظرون إىل إنتاج الكالم عىل أنه‬ ً ‫معا لتوصيل معن ر‬ ً ‫ بل عىل أنه كلمات فردية تتحد‬، ‫جزء واحد‬.‫أكث تعقيدا‬  5- Telegraphic Stage – 2-2.5-years-old *At this stage, children experience a vocabulary spurt or “explosion.” production, as grammatical/function words (little words) such as ‘the,’ ‘a,’ ‘is,’ ‘will,’ ‘of,’ ‘by,’. ‫ ككلمات‬."‫ يكتسب األطفال طفرة يف المفردات أو "انفجار‬، ‫يف هذه المرحلة‬ )‫صغتة‬ ‫ر‬ ‫ وظيفية (كلمات‬/ ‫نحوية‬ *during this stage, a child will primarily communicate with content words (verbs, nouns, adjectives) and some pronouns such as ‘me’ and ‘mine.’ ، ‫ األسماء‬، ‫أساس باستخدام كلمات المحتوى (األفعال‬ ‫ي‬ ‫ سيتواصل الطفل بشكل‬، ‫خالل هذه المرحلة‬."‫الصفات) وبعض الضمائر مثل "أنا" وانت و " يل‬ *Although many function words are missing at this stage, children obey the word order and structure of their language. ، ‫ عىل الرغم من أن العديد من الكلمات الوظيفية مفقودة يف هذه المرحلة‬.‫إال أن األطفال يطيعون ترتيب الكلمات وهيكل لغتهم‬ - want more ice-cream.” - “mommy go bye-bye.” - “he go play.”  6- The After Telegraphic Stage – 2.6+-years-old *Early in this stage, complete sentences begin to emerge. Imperative and declarative sentences appear first ‫ تظهر الجمل‬.‫ تبدأ الجمل الكاملة يف الظهور‬، ‫يف وقت مبكر من هذه المرحلة‬ ً ‫الحتمية والتوضيحية أوال‬ Imperative (command): “Give me my toy.” Declarative (Relay information): “That’s my toy truck.” *Coordination (acquired first) and subordination sentences also appear early in this stage, however, they are mastered by 4-5-years-old. ً ً ، ‫يظهر التنسيق (المكتسب أوال) وجمل التبعية أيضا يف وقت مبكر يف هذه المرحلة‬ ‫ سنوات من العمر‬5-4 ‫ يتم إتقانها من قبل‬، ‫ومع ذلك‬ Coordination (Two clauses joined in a symmetrical relation): “I am tall, but she is short.” ".‫"أنا طويلة لكنها قصثة‬:)‫التنسيق (جملتان متصلتان يف عالقة متناظرة‬ Subordination (Two clauses joined in a non- symmetrical relation): “When I am older, I am going to be bigger.” ً."‫أكث‬ ‫ر‬ ‫أكون‬ ‫س‬ ، ‫ا‬ ‫سن‬ ‫أكث‬ ‫ "عندما أكون ر‬:)‫التبعية (جملتان متصلتان بعالقة غث متماثلة‬ *Progression of more complex questions and negatives appear. ‫يتطور السئلة سلبية و معقدة‬ *By a child’s 3rd birthday, they begin to use more grammatical/function words, such as regular plural ‘-s,’ endings on verbs ‘-ing,’ prepositions (of, in, by), but third person agreement comes a bit later “She loves candy.” Near the end of this stage, almost everything is acquired between the ages of 5-6. ‫ يبدأون ف استخدام كلمات ر‬، ‫بحلول عيد ميالد الطفل الثالث‬ / ‫أكث نحوية‬ ‫ي‬ -" ‫ مثل الجمع العادي‬، ‫وظيفية‬s" -" ‫ نهايات األفعال‬،ing" ‫ وحروف الجر‬،.6-5 ‫ بي سن‬، )‫ بواسطة‬، ‫ يف‬، ‫(من‬  References : 1. Fontaine. KL, Mental Health Nursing.6thed.New jersey : person Education ,2009. 2. Kneisi C R, Trigoboft E Contemporary Psychiatric- Mental Health Nursing.2nd ed New jersey :julie Levin Alexander, 2009. 3. Moher W. Psychịatric Mental Health Nursing : DrEvidence-Based Concepts, Skills, and Practices.7thed Philadelphia: Lippincott Williams and Wilkins, 2009. 4. Videbecks. Psychiatric Mental Health nursing.2nded. Philadelphia: Williams and Wilkins company ,2004. 5. Keltner N , Schwecke L , Bostrom c. Psychiatric nursing 4th ED.Missouri: mosby company, 2003.