Friday, 22 March 2013

Speech and Language Milestones of Development

 
Speech and Language Development In Children
This page presents information on the development of language in children. The chart below presents typical language development. There is a wide range of normal development. Most children will not follow the chart to the letter. It is presented so you will know what to expect for your child. If your child seems significantly behind in language development, you should talk with your child’s physician regarding your questions and concerns.
Speech and Language Development Chart
Age of Child
Typical Language Development
6
Months
  • Vocalization with intonation
  • Responds to his name
  • Responds to human voices without visual cues by turning his head and eyes
  • Responds appropriately to friendly and angry tones
12 Months
  • Uses one or more words with meaning (this may be a fragment of a word)
  • Understands simple instructions, especially if vocal or physical cues are given
  • Practices inflection
  • Is aware of the social value of speech
18 Months
  • Has vocabulary of approximately 5-20 words
  • Vocabulary made up chiefly of nouns
  • Some echolalia (repeating a word or phrase over and over)
  • Much jargon with emotional content
  • Is able to follow simple commands
24 Months
  • Can name a number of objects common to his surroundings
  • Is able to use at least two prepositions, usually chosen from the following: in, on, under
  • Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words
  • Approximately 2/3 of what child says should be intelligible
    Vocabulary of approximately 150-300 words
  • Rhythm and fluency often poor
  • Volume and pitch of voice not yet well-controlled
  • Can use two pronouns correctly: I, me, you, although me and I are often confused
  • My and mine are beginning to emerge
  • Responds to such commands as “show me your eyes (nose, mouth, hair)”
36 Months
  • Use pronouns I, you, me correctly
  • Is using some plurals and past tenses
  • Knows at least three prepositions, usually in, on, under
  • Knows chief parts of body and should be able to indicate these if not name
  • Handles three word sentences easily
  • Has in the neighborhood of 900-1000 words
  • About 90% of what child says should be intelligible
  • Verbs begin to predominate
  • Understands most simple questions dealing with his environment and activities
  • Relates his experiences so that they can be followed with reason
  • Able to reason out such questions as “what must you do when you are sleepy, hungry, cool, or thirsty?”
  • Should be able to give his sex, name, age
  • Should not be expected to answer all questions even though he understands what is expected
48 Months
  • Knows names of familiar animals
  • Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands
  • Names common objects in picture books or magazines
  • Knows one or more colors
  • Can repeat 4 digits when they are given slowly
  • Can usually repeat words of four syllables
  • Demonstrates understanding of over and under
  • Has most vowels and diphthongs and the consonants p, b, m, w, n well established
  • Often indulges in make-believe
  • Extensive verbalization as he carries out activities
  • Understands such concepts as longer, larger, when a contrast is presented
  • Readily follows simple commands even thought the stimulus objects are not in sight
  • Much repetition of words, phrases, syllables, and even sounds
60 Months
  • Can use many descriptive words spontaneously-both adjectives and adverbs
  • Knows common opposites: big-little, hard-soft, heave-light, etc
  • Has number concepts of 4 or more
  • Can count to ten
  • Speech should be completely intelligible, in spite of articulation problems
  • Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow)
  • Should be able to repeat sentences as long as nine words
  • Should be able to define common objects in terms of use (hat, shoe, chair)
  • Should be able to follow three commands given without interruptions
  • Should know his age
  • Should have simple time concepts: morning, afternoon, night, day, later, after, while
  • Tomorrow, yesterday, today
  • Should be using fairly long sentences and should use some compound and some complex sentences
  • Speech on the whole should be grammatically correct
6
Years
  • In addition to the above consonants these should be mastered: f, v, sh, zh, th,1
  • He should have concepts of 7
  • Speech should be completely intelligible and socially useful
  • Should be able to tell one a rather connected story about a picture, seeing relationships
  • Between objects and happenings
7
Years
  • Should have mastered the consonants s-z, r, voiceless th, ch, wh, and the soft g as in George
  • Should handle opposite analogies easily: girl-boy, man-woman, flies-swims, blunt-sharp short-long, sweet-sour, etc
  • Understands such terms as: alike, different, beginning, end, etc
  • Should be able to tell time to quarter hour
  • Should be able to do simple reading and to write or print many words
8
Years
  • Can relate rather involved accounts of events, many of which occurred at some time in the past
  • Complex and compound sentences should be used easily
  • Should be few lapses in grammatical constrictions-tense, pronouns, plurals
  • All speech sounds, including consonant blends should be established
  • Should be reading with considerable ease and now writing simple compositions
  • Social amenities should be present in his speech in appropriate situations
  • Control of rate, pitch, and volume are generally well and appropriately established
  • Can carry on conversation at rather adult level
  • Follows fairly complex directions with little repetition
  • Has well developed time and number concepts
http://childdevelopmentinfo.com

Friday, 8 March 2013

Hearing Impairments: Did you know?


Deaf Culture/Community

What is it?
It is a community specifically for the deaf who use sign language.

 Why does it exist?
·       To relax and enjoy life with others who can talk to them through sign language. They take leadership, have sports, and have community events.
·       The culture consists of language, values, traditions, norms and identity. 

Language: Every deaf culture has their own visual language, grammar and forms, and social rules.
Values: Includes the importance of communication through expressions and comprehension. The deaf schools are an important part of teaching values as the schools provide a social aspect that is needed. 
Traditions: They will teach their young the traditions so that it can be passed down through generations. It also sets traditions on appropriate behaviours, such as how to get someone's attention and appropriate eye contact. 
Identity: Being proud of one’s deaf culture,


Other Interesting Facts:
  • There are no communication barriers in the community, because no one is dependent on an interpreter. 
  • It provides excellent social skills to all individuals. Children play together and play sports. 
  • Deaf students who are in mainstream classrooms might miss out on the feeling of belonging. They are often singled out in mainstream classrooms, and have little or no friends. They may find it hard to communicate with others and the teacher. 
  • Deaf children who were put in mainstream classrooms found it harder to belong in the deaf community.
  • Residential deaf schools are the root of the deaf community. 

Questions to think about
1) Should deaf students be in their own community, or should they be mainstreamed? 

In our opinion, based on the facts above, deaf children should most definitely be in their own community. They will develop better socially, cognitively, and emotionally. If I went into the deaf community, I would feel inadequate, because I do not know sign language. Would a deaf child not have feelings of inadequacy if they are put into mainstream classrooms? They will be singled out, even though it would most likely be unintended. 

2) Should sign language be taught in schools? 
In my opinion, yes, teachers should use sign language in the classroom. It is beneficial to the whole classroom. Not only should it be taught in classrooms, it should also be taught in daycare's, because children tend to learn their own language, and other languages, by the age of three. There are babies that learn sign language, and if they continue to learn, they can also help advocate the need for sign language in the classroom.

A lot of times, deaf children are born to parents who have hearing. If sign language was taught in schools, these parents would already know the essentials of teaching their own children sign language.Schools can benefit from having ASL taught to both the deaf and hearing students, because this will provide communication within the school. If schools taught ASL, it would provide more social interaction between the deaf and hearing students.

High school would be a beneficial place to provide extra opportunity to learn sign language as well. Depending where you live, you have to learn another language. Is ASL not a type of language in itself?

 
References

Monday, 4 March 2013

Read, Watch, Critique Project

Read, Watch, Critique
 
Hey class, I really hope you enjoy my youtube video. If you laugh at me, it's all good. No feelings hurt. It was a lot of takes but I think I made the best one, your about to watch. Enjoy!