It should be noted that defective speech activity negatively affects the intellectual, sensory and volitional aspects. The relationship of speech disorders with mental development. Slow development of motor activity is rather typical for most children who experience language delay. Thus, late talkers encounter general clumsiness, incoordination and uncertainty when performing certain movements. Difficulties in carrying out a series of movements and considerable difficulties in carrying out actions on verbal instructions are common as well.
When performing tasks related to rhythmic movement lack of self-control is notable among late bloomers. Toddlers who are late at producing word combinations experience the lack of coordination of fingers and wrist. Proved level of language development is directly dependent on the degree of subtle movements of the fingers. Inherent repetition of movements and slow pace are distinctive characteristics of children with delay in language. Children that cannot reproduce the proposed movements of the fingers, for instance they are not able to use scissors, does not acquire sufficient skills in expressive activity. Semantic, logical memory in children is relatively preserved, however a decline in verbal memory performance memory is observed. It is difficult for children to remember complex, multistage instructions. They cannot reproduce the problem in sequence, they tend to forget some items. In some cases this leads to limited opportunities for cognitive activity.
According to AAFP (American Association of Family Psysicians) research, children growing up in a bilingual environment will typically experience some degree of mixing of the two languages. These mixing decreases with the in language development and these children normally become proficient in both languages by the age of five. When a child was still in the process of developing his native language, he appeared to encounter difficulties in understanding the class activities. He was slowly getting to grips with the language. The class comprised diverse language backgrounds such as Russian, Chinese, Indian, Puerto Rican, Hetian and Americans.
The boy’s parents are less fluent in English and majority of time the parents speak in their native language, the main class language, which is English, is hard to be enriched in his home. Ever since of the beginning of the semester the children started picking up many English words including the proper answers of the teachers such as “Yes”, “No”, “All da” as “all done”, “mo” as “more” and etc. However, he seemed to have hard time understanding of most of cues and transitions spoken and delivered in English languages. Thus, the teachers have to put him in the position of ongoing activity site. Although he often became distracted by not understanding the situation, he was socially rather accommodated. He adored the other classmates and smiled when he made eye-contact with the rest of class and teachers. He barely exhibited violence although he is taller and bigger than any other children in the class.
Secondly, from time to time he became frustrated due to the fact that he could not perform an activity as much as he wanted to when it came to a detailed instruction if it was conveyed in the form of English words without visual aids or repetition. Therefore, the teachers tried to be more attentive to him when a new material and topics were presented. Educators endeavoured to use more visual aids, repetitions and eye-contact as well as communicative techniques. Since it was an early age of his toddler time, he would be able to develop more language skills and social skills with active physical approaches.
Every week I visited the website I saw changes in children. The child who used to dwindling is now walk with balance. The child who did not want to hold my hand say “hello” to me and hold my hand. The child who kept saying “no”s smiled at me and wanted me to play puzzle and help them to complete their given mission such as washing their hands. The new experiences I had over the semester gave me variety in children’s languages. Their body languages develop more into verbal expressions. They showed more interest in their surrounding in contrast to focusing on their own events than the beginning of the semester. The differences were gradual and after three months the children’s cognitive and language abilities and physical were noticeable in terms of their capabilities of expressing their needs interactively.
When it comes to the risk factors heritability, otitis media and parent needs are worth mentioning. Consistent results have been yielded with regard to heritability that is considered to be a risk factor for language impairment. Being late in developing the communicative aspect of the language, this condition is attributed to the parents’ language delay. Furthermore, it could be argued that otitis media is prone to put children at risk of the prolonged slow language development. The issue with articulation is another underlying implication. Besides, in terms of risk factors, parents needs have to be considered, in particular parent characteristics such as socioeconomic status along with parent concerns. It is of paramount importance for the parents to be responsive and foster better patterns of interaction with their late talking children.
Olswang, Lesley B., Rodriguez, Barbara and Timler, Geralyn. “Recommending Intervention for Toddlers With Specific Language Learning Difficulties: We May Not Have All the Answers, But We Know a Lot” American Journal of Speech-Language Pathology 7.1 (1998): 23-32. Print.