Language Development on Isolated Child - Research Paper Example

Language Development on Isolated Child Introduction Language development on isolated child is a slow and challenging task. Since children develop their cognitive process and psychological status from the action of their mother, it becomes difficult for an isolated child to learn the basic language at the required time. Therefore, such children tend to experience delaying language. Indeed, their memory might not process the information early enough, as the child who develop with his/her mother. The essay presents a discussion on language development on an isolated child. Cognitive Development of the Neglected Child Children learn the basic cognitive skills from interacting with their mothers (Saha et al., 2009). During this early stage, the child would identify her mother’s voice and subsequently the language. Notably, their brain develops very quickly to enable them perceive their mother’s language at a faster rate (Rose, Feldman & Jankowski, 2009). Mostly, one would notice a child listens when someone talks to him/her. For a neglected child, the scenario is completely different. He/she cannot undergo the same process of learning. In fact that child would not have a fast cognitive process, because they do not have someone to learn from. Notably, at 12 months when children start producing spontaneous words, the neglected child would not have the opportunity to start producing such words since they get scant information about language. Mostly, they develop their own vocabularies and ways of speaking (Rose, Feldman & Jankowski, 2009). For the children with delayed learning, either resulting language development disorders, phonology disorders and explicit language impairment, they cannot socially use language compared to the other children, with whom, they share age (Sahin et al., 2009). Such children hardly understand the ways people talk. In developing the language for such children, it is important to assess their pragmatic competence at an early age (Sahin et al., 2009). This would enable their guardians or, adoption parents to provide them with clinical intervention. In fact, treating pragmatic incompetence, attention-deficit hypersensitivity disorder (ADHD), autism among other behavioral problems at this early stage might reduce the increased cases of language development for the neglected children (Sahin et al., 2009). There is also a sense of psychological impairment for isolated children, leading to problems in using pragmatic language (Sahin et al., 2009). In developing the language capability of the children, they have to receive psychological treatment, before being taken through a pragmatic process of speech advancement. For example, the child would be taken through the basic cognitive process, where they are taught sound recognition. Sometimes, such children should be asked to demonstrate what psychologists call developmental gap (Sahin et al., 2009) It is advisable that they do this because they cannot achieve the basic pragmatic language. Usually, children who experience delayed language and poor diet, due to neglect have symptoms of pragmatic disorders, including inability to talk properly, improper cognition and sometimes unusual hyperactivity (Saha et al., 2009). They have to undergo language training that consist of signal perception, auditory perception of signals, auditory discrimination, speech education, and conception training (Sahin et al., 2009). During the training, the children are taught how to learn new words, which they were not exposed to, at an early stage (Sahin et al., 2009). At the end the children are tested based on the expressive and receptive to determine their compatibility with speech at the chronological. In essence, such children are taught non-verbal communication, child appropriateness, conversational skills, asking and receiving responses (Sahin et al., 2009). In addition, the application of emergentist’s theory could help in language intervention and development in isolated children. The theory concerns the interaction that the children have with their language environment, and their ability to learn (Poll, 2011). Despite its theoretical outlook, emergentism outlines the rationale used for intervention, to assist the child with delayed language. Notably, the practice is evidence-based that aims at developing the internal capability of children through focusing on their innate language faculties (Poll, 2011). There is also emphasis on social interaction because through increase in such relations, the child would learn different ways of language development. Since critical thinking necessitates learning, the child would only develop the parent’s language when they interact with them during early age (poll, 2011). Indeed, the language input helps the child to be able to construct simple words and later develop those words to sentences. Isolated children usually have difficulty in such sentence construction. Therefore, the theory suggests that putting them in close social contact with their guardians would facilitate explicit corrections, when the child makes such mistake (Poll, 2011). In addition, the mental module for such children should show a possibility for structural outline that is easy for language development. Though their exposure to language is a bit late, the mode of introducing such children to the language should borrow concepts primary methods of word use for faster learning (Poll, 2011). Indeed, if the method is used promptly, the isolated child would start interpreting the language properly, and follow the structures and pattern that their close associates show them. This would enhance their language output and subsequent development of the universal criteria (Poll, 2011). Furthermore, the care givers should adjust the diet requirement and language development to the child’s interest as this would promote their likelihood of getting more attention to the items they lean (Saha et al., 2009). Therefore, the child’s learning ability is based on the joint attention, motivation and thoughts (Poll, 2011). Consequently, the child would master the ways of extracting patters, from their learning routines to develop towards proficiency. Conclusion In summary, language development on isolated children has to be progressive, although it should be slow and friendly. Indeed, developing the child’s cognitive skills at a later stage cannot proceed in the normal way, because of the detachment. In such cases, the use of emergentist’s theory could help in language intervention and subsequent development to make sure they become at par with other peers. Notably, the intervention is necessary because under normal circumstances, when the children are close to their parents or guardians, they might not experience difficulties during the language development. Literally, they would emulate the people close to them and progress at a faster rate. References Poll, G. H. (2011). “Increasing the Odds: Applying Emergentist Theory in Language Intervention.” Language, Speech & Hearing Services in Schools. Vol. 42: 580-591. Rose, S. A., Feldman, J. F. & Jankowski, J. J. (2009). “A Cognitive Approach to the Development of Early Language.” Journal of Child Development. Vol. 20 (1): 134-150). Saha, K. K., et al., (2009). “Household Food Security is associated with Early Childhood Language Development: Results from a Longitudinal Study in Rural Bangladesh.” Care, Health and Development. Vol. 36 (3): 309–316. Sahin, S., et al., (2009). “Abilities of Pragmatic Language Usage of the Children with Language Delay after the Completion of Normal Language Development Training” Int. Adv. Otol. Vol. 5 (1): 327-333. Read More