Children show more receptive than productive language.
Articulation disorders, Fluency disorders, Resonance or voice disorders Language disorders, Expressive disorders are the common forms of disorders that can be recognized when a child is delayed in the language improvement and these can be cured by the speech training and speech therapy.
Speech-language therapy is the treatment for most children with speech and/or language disorders. A speech disorder refers to a problem with the actual production of sounds, whereas a language disorder refers to a difficulty understanding or putting words together to communicate ideas.
EdwardG.Carr observed that a combination of simultaneous communication training and separate vocal training may have a synergetic effect on speech development. Hence while planning language intervention programs, providing ideal situations and contexts for language learning that supports the use of various effective approaches is of utmost importance.
The context or type of activity (e.g., play-dough, book reading) can strongly influence level of caregiver responsiveness (Girolametto & Weitzman, 2002) during the speech training. This suggests that different child learning levels require different teaching methods of language learning.
This opinion is heightened by recent evidence demonstrating tha...
Hence the current study observes various approaches of speech training tools at different stages of child development. The study observes different speech training tools like, drama, mime and improvisation for the language development in different age group children from 3 years to 18 years.
As children make a deliberate effort to master the sounds and sound patterns of the adult language, Ferguson and Farwell (1975) noted that children work simultaneously at mastering the sound system of the language as a whole and the sound patterns of individual words. So linguists caution against assuming that the correct adult pronunciation always underlies a child's mispronunciation (Waterson 1981). So this advises for careful speech training during the speech storage during the early childhood and in school going children.
As children mature, their articulation approximates ever more closely the adult system as they develop a fairly sizeable productive vocabulary with which they can relate words to each other and to the adult system (Ingram 1976). This suggests for the need of speech training during the teens for language acquisition.
From a functional perspective, language in children develops from the desire to communicate, to be social. This tendency increase from childhood to adulthood and hence the language acquisition. Many grammatical structures, particularly those involving coordination and subordination, are not fully mastered until adulthood (Kies 1985 and 1990). As Halliday (1978: 16) describes, the individual's language potential is interpreted as the means whereby the various social relationships into which he enters are established, developed and maintained.
Different stages of Language