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Factors Affecting Language Development

Factors affecting language development include: 1) Inadequate stimulation and interaction with the child 2) Delays in general, physical, or cognitive development 3) Specific difficulties learning language or a lack of interest in language Some other factors include medical problems, hearing issues, environmental changes, exposure to multiple languages, and family history of speech or language delays. A child's attention span, emotional state, and opportunities to practice speech can also impact language development.

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3K views2 pages

Factors Affecting Language Development

Factors affecting language development include: 1) Inadequate stimulation and interaction with the child 2) Delays in general, physical, or cognitive development 3) Specific difficulties learning language or a lack of interest in language Some other factors include medical problems, hearing issues, environmental changes, exposure to multiple languages, and family history of speech or language delays. A child's attention span, emotional state, and opportunities to practice speech can also impact language development.

Uploaded by

jelly
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Factors affecting language Development

1. Inadequate stimulation (talking and playing with the child).


2. Delayed general development (‘global development delay’), physical
development (‘motor skills’), cognitive development etc.
3. Specific difficulty with language learning. Not very interested in language, prefers
other modalities e.g. physical activities.
4. Poor control and/or coordination of the speech muscles: lips. Tongue etc.
5. Medical problems.
6. Inadequate awareness of communication lacks “communication intent”.
7. Reduced hearing e.g. ear infection, fluid in ear, impacted earwax etc.
8. Changes in child’s environment e.g. moving.
9. Exposure to too many languages for the child.
10. Inadequate opportunity for speech e.g. the child everyone talks for, the “babied”
child has a more dominant sibling etc.
11. Emotional factors e.g. behavioral problems, anxiety, pressure to perform etc.
12. Short attention span.
13. Family history of speech and language delays or difficulties.

Social

Social Development

 Refers to the process by which a child learns to interact with others around them.
 How a child develops friendship and other relations as well how a child handles
conflict with peers

According to Vygotsky, children grow into the intellectual life of those around them.

Social constructivism the view that knowledge is not poured into learner’s brains, but
that knowledge is constructed through social interaction.

Bandura develop a theory about children learns from observation. He initially called it
social learning theory because it added a social dimension to classic learning theory.

Bandura’s research showed that children’s beliefs and expectation about their behavior
strongly influence their behavior. Children as actively influencing their own development
through mental process they attend to, interpret, and select which behavior imitate.

EMOTIONAL BEHAVIOR

In middle childhood, children derive satisfaction from activities with other, as well as
satisfaction from isolated enterprises.
Appropriateness of behavior associated with feelings, however, changes in middle
childhood.

Certain kinds of behavior tolerated in the small child, such as stamping his feet and
crying when thwarted, are not usually allowed in middle childhood by teachers or
parent.

TYPES OF EMOTIONAL BEHAVIOR MIDDEL CHILDHOOD

In this period, both boys and girls are more undemonstrative and engage in less
affectionate exchange. They will, however, show affection for their dogs and other pets.

Some negative emotion during the period of middle childhood result from stress
encountered in the socialization process in a complex society.

IN a study of anxiety in relation to the learning of 9 and 10 years old children ,horowitz
and armentrout (1965)concluded that such emotional response is closely related to type
of task, difficulty, and type of reinforcement.

Kagan and moss (1962) found some consistency in behavior in dealing with anxiety
lasting into adulthood.

Sears (1961) found sex differences in aggression.

EMOTIONS AND PHYSIOLOGICAL PROCESSES

Most of the time Emory conformed to his parents’ wishes and, even though only 6 years
old, kept his room very neat.

When Emory, his parents, and his two older brothers sat down to eat, the problem
would begin.

His parents were not certain that he was not ill nor that he did not have some
anatomical problem, thus they tried to avoid punishment and demands that he remain at
the table.

Emory's problem was not resolved until the parents were willing to lessen their demands
upon Emory and actually leave the problem of regurgitation to Emory for solution.

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