Relationship Between Development Of The Sound System And Overall Motor Development In Children - Essay Example

Running Head: DEVELOPMENT OF THE SOUND SYSTEM AND OVERALL MOTOR DEVELOPMENT IN CHILDREN Development Of The Sound System And Overall Motor Development In Children [The Writer’s Name] [The Name Of The Institution] Relationship Between Development Of The Sound System And Overall Motor Development In Children Introduction This research categorizes sound changes according to normal processes generally affecting sound production in usual and speech-delayed children. This plan was believed to be helpful in scrutinizing changes over the three periods as it include processes distressing major sound types that are reported to practice systematic closure by development. If we analyzed then we come to know that the children were predictable to be inside the usual range for cognitive, motor, and sensory activities and they belongs to middle-class families. According to the expert analysis over the past decade investigators of phonological development have harassed the survival of personage differences between children learning to pronounce words. Moreover, these dissimilarities have been described by reference to "preferred" simplication processes functional to sounds, syllables, and lexical inventories. Moreover, at the similar time, there has been a mission for improved consideration of the degree, to which variation may occur in normal development (ALLEN, G.D., 2000, pp. 227-256). To date, attempts to give details and set the limits of childrens production dissimilarity have come from quite a few different directions. a few researchers have begun to distinguish amongst approach that are obtainable to all children, to a few extent, throughout the gaining period and those "applied more selectively (BERGENDAL, B. I., 2001, pp. 16-20). For instance, recognized reduplication as a sole strategy in their subject who practical it to children whole lexicon. Many child experts also sight the use of reduplication as additional person than universal (BROWN, R. 2003). Observing dissimilarity amongst groups of children by reference to the proportion of reduplicated effort at adult models, these authors finished that reduplication is used selectively by confident children. Contrastively, Dyson, A. T (2003) argued that reduplication "appears to be a general characteristic obtainable to children in their initial effort at multi syllabic productions" (p. 18) rather than an option plan for a few children. Sound Development in Children No doubt, there has been slight or no research on Vietnamese phonological growth, let alone on phonological confusion of Vietnamese-speaking children. The objective of this study is to assess the sound systems of monolingual Vietnamese-speaking children by means of phonological injury and its relation with motor development. Independent and relational analyses of four children (ages 4;4 to 5;5) are obtainable in terms of mistake patterns, dialectal patterns, phonotactic restraint, and phonetic and phonemic range. The distinctiveness of these children’s sound systems is compare to studies of phonological gaining of other languages, in order to recognize characteristics that may be universal against those that may be language precise in nature. This research is a primary step in the direction of that end. Specially, this study focuses on the phonological systems of four monolingual Vietnamese-speaking children in Vietnam by means of reported low speech precision. Our objective is to begin to decide the distinctiveness of Vietnamese-speaking children’s sound systems. If we analyzed then we come to know that the following is a short debate of Vietnamese phonology, whereby information on structures, phonemes, and dialectal patterns relevant to the present study are explain. Moreover, the results of the research consist of autonomous and relational scrutiny. In the autonomous study, each child’s sound system is analysed independently, and the fallout are obtainable in terms of phonetic and phonemic record and phonotactic restraint. In the relational study, the children’s sound systems are comparing to the adult target system, and the resemblance and dissimilarity are classified as mistake patterns and dialectal patterns. Moreover, patterns show by one child and crossways children as well as dialectal patterns are contrast crossways languages and accounted for by attractive to general linguistic principles(PEIZER, D., 2003, 35-39). Motor Development in children No doubt, a child’s growth is a compound process that carries on all through childhood. Children’s bodies are continually going during a number of physical modify. As they do, children expand motor skills or physical aptitude. a few of these changes are main developmental “mile-stones,” such as when a child learns to sit up or walk. No doubt, over time, children develop lots of kinds of motor skills, from being capable to walk, run, and hope to be able to clutch and use a pencil(FERGUSON, C. A. 2001, pp. 237-297). Motor development Rooting and sucking reaction are well urbanized. Swallowing reaction and tongue actions are still young; continual drooling and incapability to move food to the back of the mouth. Grasp reaction slowly vanish. Landau reaction appears near the central point of this epoch; when baby is held in a prone (face down) arrangement, the head is held standing and legs are fully comprehensive. Grasps by whole hand; strength inadequate to hold items. Holds hands in an untie or semi-open position. Muscle power and control humanizing; early on movements are great and jerky; slowly become smoother and further focused. Raises head and higher body on arms when in a prone place. Turns head surface to side when in a supine (face up) place; near the end of this stage can hold head up and in line by means of the body. Upper body parts are additional vigorous: clasps hands over face, waves arms regarding, and reaches for objects. 2 - 3 Years Children are extremely active throughout this period. They like to run and go up. They also discover to jump by together feet off the position and seem to be continually in motion. A few children may be taught to pedal journey toys. Fine motor skills also get better throughout this period. Children will be trained to turn objects, such as doorknobs and screw-on lids. They begin to use fingers additional unconnectedly than before and control them enhanced. A few children may draw rough, but familiar, pictures with a crayon(FEE, J., & INGRAM, D. 1982, 41-54). Relationship Between Sound System and Motor Development in Children A few children have the tongue tip residency right but don’t understand that you have to groove the tongue. Furthermore, sounds of children have the groove right but unite it with a dental tongue tip placement. In either case you get a bend error. There is no reason to think that this kind of misspecification of the articulator-phonetic symbol will be linked with phonological consciousness troubles. On the other hand, motor planning troubles, aka apraxia, may happen at this level and children by paraxial are at risk for reading troubles but I’m not quite sure whether there is a straight relationship between the motor planning trouble and phonological processing or whether the reading complexity are mediated by the attendant language complexities(GILBERT, 2001, 417-432). Subsequently, there may well be troubles at the motor implementation level such as delicate forms of dysarthria but it is well recognized that troubles at this level do not have a collision on the quality of the fundamental phonological depiction. Children with dysarthria, even very harsh varieties that stop comprehensible speech, are not at risk for complicatedness with phonological consciousness or reading as long as their thinker function is unimpaired(Hodson, B. W., 2002). The insinuations of this model of phonological dispensation are that complexities with PA ought to be linked with deficits in speech awareness skills and slighter vocabulary sizes, rather than the harshness of the child’s speech sound disorder itself. This is in fact precisely what I found in a lately finished longitudinal study(INGRAM, D., 2004, 97-106). I am going to show you a number of information concerning the relationship between these variables in a example of 95 children aged about 4 ½. Shortly before they began kindergarten we charge(SCHMITT, L. S., 2003, 210-222). Critical Stage of Sound and Motor Development You may speculate what these two groups were like at the age of 4. Amusingly the severity of the speech sound and motor disorder was precisely the same for these two groups. They are different on speech insight and phonological alertness skills though. Good speech insight and good phonological consciousness skills at age 4 led to a faster decree of the speech trouble and improved reading skills at the age of 7(KANTNER, C.E., 2000). And we be acquainted with from sound and motor development longitudinal study, that we can look forward to these differences between the resolved and unrelenting groups will still be obvious when these children are in high school. So, ensuring standard development of PA skills and declaration of speech holdup before school entry has to be an urgent main concern for speech-language pathologists(KLEIN, H. B., 2001, 535-551). Just for the amusing of it, this report is going to use the time residual to reveal a few computer resources and techniques that can be used to get better children’s speech, language, and phonological consciousness skills. You’ll keep in mind that at the start of today’s sessions I stressed the importance of speech perception skills. I am going to show you a tool that is obtainable for civilizing the specificity of children’s acoustic-phonetic depiction(KLEIN, H. B. 2001, 389--405). Intermediate Stages Of Phonological Process If we analyzed then we come to know that intermediate stages of phonological process closure, for big groups of children, have also begun to be recognized. Researchers have reported process kinds and frequencies feature of 2-year-olds and 4-year-olds (PRIESTLEY, T. M. 2003, 45-61). Moreover, in general, these group data on the closure of phonological processes propose that typically developing children progressing in the way of the adult sound system exhibit (a) a gradual closure of processes between 2 and 4 years of age, (b) much intersubject and intrasubject inconsistency at 2 years of age, and (c) the abolition of lots of usually identified processes by the age of 4 (INGRAM, D., 2004). Conclusion In summary for relationship between development of the sound system and overall motor development in children, it has been established that two children by dissimilar patterns of production of speech sounds throughout an early period of phonological development preserve dissimilarity in production patterns during the developmental period (MENN, L. 2002, 225-251). Though equally childrens articulatory skills appeared to be inside normal limits, as compared by their peers, one was in advance of the further in completing the phonetic inventory. Furthermore, their approaches to the manufacture of polysyllabic words at Time 1 were evocative of their later production skills for incessant speech (MENYUK, P., 2003, pp. 49-70). Even though these outcomes are not broadly generalizable, they begin to offer evidence for untried hypotheses in the literature concerning the relationship between premature pronunciation processes and afterward pronunciation skill. Several predictions made by this study that may be tested by potential studies are the subsequent (PANAGOS, J., 2004, 23-31): 1. First of all the use of glottal and glide substitute for intervocalic consonants throughout early stages of development may be prognostic of moderately slower development of precise articulatory motion wanted for the production of affricates and no early clusters. 2. Early concluding consonant deletion, glottal, and glide substitute do not come into view to be analytical, necessarily, of a wide-ranging linguistic deficit or a harsh phonological difficulty. 3. No doubt, a premature partiality for assimilation and reduplication processes does not come into view to be prognostic of sluggish phonological learning (PENDERGAST, K., 2002). Additional systematic study, describing personage phonological processes and frequencies of application throughout the developmental period of sound and motor system in kids, is wanted before we can decide which (if any) premature processes may be analytic of afterward phonological production troubles (PaRTnER, E. M., 2005, 179-191). Reference ALLEN, G.D., & HAWKINS, S. (2000). Phonological rhythm:Definition and development. In G. H. Yeni-Komshian, J. F.Kavanagh, & C. A. Ferguson (Eds.),Child phonology: Vol. 1. Production (pp. 227-256). New York: Academic Press. BERGENDAL, B. I., & FEX, S, (2001, January). On glottal and pharyngeal articulation and nasality. Nordisk tidsskrift for Logopedi og Foniatri,pp. 16-20. BROWN, R. (2003).A first language: The early stages.Cam-bridge, MA: Harvard University Press. DYSON, A. T., & PADEN, E. P. (2003). Some phonological acquisition strategies used by two-year-olds. Journal of Childhood Communication Disorders, 7, 6-18. EDWARDS, M. L., & SHRIBERG,L. D. (2003).Phonology: Applications in communicative disorders. San Diego: College-Hill Press. FEE, J., & INGRAM, D. (1982). Reduplication as a strategy of phonological development. Journal of Child Language, 9,41-54. FERGUSON, C. A. (2001). Learning to pronounce: The earliest stages of phonological development in the child. In F. Minifie & L. Lloyd (Eds.),Communicative and cognitive abilities: Early behavioral assessment (pp. 237-297). Baltimore: University Park Press. FERGUSON, C. A., PEIZER, D., & WEEKS, T. (2003). Model and replica phonological grammar of a childs first words. Lingua, 31, 35-39. GILBERT, J. H. V., & PURVES, B. A. (2001). Temporal constraints on consonant clusters in child speech production. Journal of Child Language, 4, 417-432. HODSON, B. W., & PADEN, E. P. (2002). Phonological processes which characterize unintelligible and intelligible speech in early childhood. Journal of Speech and Hearing Disorders, 46, 369-373. INGRAM, D. (2004). Phonological rules in young children. Journal of Child Language, 1, 97-106. INGRAM, D. (2004). Phonological disability in children. New York: Elsevier. INGM, D. (2003). The role of the syllable in phonological development. In A. Bell & J. Hooper (Eds.), Syllables and segments (pp. 143-155). New York: North-Holland. KANTNER, C.E., & WEST, R. (2000). Phonetics. New York: Harper. KLEIN, H. B. (2001). Early perceptual strategies for the replication of consonants from polysyllabic lexical models. Journal of Speech and Hearing Research, 24,535-551. KLEIN, H. B. (2001). Productive strategies for the pronunciation of early polysyllabic lexical items. Journal of Speech and Hearing Research, 24, 389--405. LEONARD, L. B., SCHWARTZ, R. G., FOLGER, K. M., & WILCOX, M. J. (2001). Some aspects of child phonology in imitative and spontaneous speech. Journal of Child Language, 5, 403--416. MENN, L. (2002). Phonotactic rules in beginning speech. Lingua, 26, 225-251. MENYUK, P., & MENN, L. (2003). Early strategies for the perception and production of words and sounds. In P. Fletcher & M. Garman (Eds.), Studies in language acquisition (pp. 49-70). Cambridge: Cambridge University Press. PANAGOS, J. (2004). Persistence of the open syllable reinterpreted as a symptom of language disorder.Journal of Speech and Hearing Disorders, 39, 23-31. PENDERGAST, K.,DICKEY S., SELMAR, J., • SODER, A. L. (2002).Photo Articulation Test. Danville, IL: Interstate. PaRTnER, E. M., HENDCK, D. L., & KERN, C. A. (2005). Articulation development in children aged two to four years. Journal of Speech and Hearing Disorders, 40, 179-191. PRIESTLEY, T. M. (2003). One idiosyncratic strategy in the acquisition of phonology. Journal of Child Language, 4, 45-61. SCHMITT, L. S., HOWARD, B. H., & SCHMITT, J. F. (2003), Conversational speech sampling in the assessment of articulatory proficiency. Language, Speech, and Hearing Services in Schools, 4, 210-222. Read More