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Inspiratiecollege over taal, bewegen en taalstimulatie voor studenten van de Pedagogische Academie

Language ability is one of the basic abilities that must be possessed and studied by all children aged 4-5 years. The giving of learning media is the stimulation that most influences the language skills of preschoolers. Some suitable learning media are Wayang Kertas media and picture story books. This study aims to determine the differences between language stimulation using Wayang Kertas media and picture story books on the language skills of preschoolers (4-5 years).This study used Experimental Design with the One-Shot Case and Equivalent Control Group method. The sample were 36 respondents. Sample collection technique was obtained using Simple Random Sampling with statistical T test unpaired. Data was collected using an observation sheet that the indicators were language skills of preschoolers (4-5 years).The results showed that there was an influence of language skills with the average of Wayang Kertas media groups 24.22 while the picture book media group 22.94 after they were given language stimulation using Wayang Kertas media and picture story books. Statistical test results showed that there were differences between the effect of language stimulation using paper puppet media and picture story books on language skills in preschool children (4-5 years) with a p value = 0.013 (0.013

espanolEl presente proyecto pretendio, en su esencia, determinar la influencia de un programa de estimulacion del lenguaje en los procesos comprensivos y expresivos del lenguaje, lectura y escritura de los adultos mayores del barrio Uribe de Sincelejo, puesto que las observaciones y experiencias desde la practica formativa mostraron la existencia de marcadas deficiencias en el lenguaje, producto quizas de la poca estimulacion de esta funcion cognitiva. Se realizo un estudio cuantitativo, cuasiexperimental con preprueba-posprueba, con grupo de estudio y control en una muestra de 16 pacientes seleccionados segun criterios de inclusion y exclusion. En un primer momento se aplico el test de Boston de los autores Goodglass y Kaplan (2005) como evaluacion inicial, luego se ejecuto el programa de intervencion con una duracion de seis meses, y se concluyo con un postest de la misma bateria aplicada. Los resultados de la investigacion mostraron la presencia de mejorias en los procesos comprensivos, lectura y escritura, despues de la implementacion del programa de estimulacion del lenguaje (nivel semantico, sintactico, fonologico y pragmatico), y de lectura y escritura. Asimismo, se hallo una relacion estadisticamente significativa entre las variables de procesos comprensivos y la lectura en los adultos mayores con envejecimiento comunicativo normal. EnglishThe present project sought in essence to determine the influence of a language stimulation program in the comprehensive and expressive processes of language, reading and writing of the older adults of Barrio Uribe in the city of Sincelejo, since the observations and experiences from the Practice showed the existence of marked deficiencies in the language, product perhaps of the little stimulation of this cognitive function. We performed a quantitative, quasi-experimental study with pre-test-posttest, with a study and control group in a sample of 16 patients selected according to inclusion and exclusion criteria. At first, the Boston test of the authors Goodglass and Kaplan (2005) was applied as initial evaluation, followed by the intervention program with a duration of 6 months, concluding with a postest of the same applied battery. The results of the research showed the presence of improvements in the comprehension processes, reading and writing after the implementation of the language stimulation program (semantic, syntactic, phonological and pragmatic level), reading and writing. Likewise, a statistically significant relationship was found between the variables comprehensive processes and reading in older adults with normal communicative aging

The purpose of this research is to find out the teacher's strategy in dealing with delays in speaking disorders that affect the social interaction of early childhood. The research population is Surabaya State Kindergarten Students. This type of research is the field using data collection techniques such as observation, interviews. The results showed that the specific speech delay experienced by children in TK Negeri Pembina Surabaya was due to two factors, namely internal in children originating from parents' innate factors, and external factors due to lack of language stimulation from their parents. Although children experience delays in speaking, but the situation of children in TK Negeri Pembina Surabaya can still develop better and finally be able to follow the development of the language of other friends through a good teacher strategy as well.

Children who receive copious amounts of language stimulation from caring adults are likely to develop strong language skills, whereas children who receive limited language stimulation may experienc...

This mixed-methods study investigated a two-year community-based research program, Strong Beginnings for Babies (SBB), designed to support families in using 10 strategies for fostering infant langu...

This article discusses the implementation of the storytelling method as humanistic learning in Finland Kindergartens. Language is one aspect of development that is stimulated at an early age. Humanistic learning is learning that optimizes the potential of children as humans. One of the practices of humanistic learning is using storytelling in teaching children. Through storytelling activities, children fulfill their basic needs in self-actualization. In the learning activities seen children in Finland are actively involved in storytelling and the teacher facilitates learning in accordance with the interests and children’s needs.Keywords: Storytelling, Humanistic Approach, Stimulation in Language Development

Children who are deaf or hard of hearing (DHH) in Sri Lanka have inadequate access to early amplification and language stimulation. As a result, they are at risk of impoverished language developmen...

In this Master´s Degree Final Project, a theoretical review of the concept of Intellectual Disability is carried out, the historical evolution that has existed until today, as well as the most characteristic manifestations of people with this disability, its classifications in terms of Diagnostic Manuals used worldwide, indicators for its detection, etc. However, it also approaches educational needs and language difficulties, a current aspect in these people, that is why it is especially important to intervene, from an early age, since it is decisive in the mental development and in the process of the child socialization. Therefore, the objective will be to develop a proposal of intervention to improve the language of a child who is schooled in Preschool Education. The methodology used will be by projects with all the class and individually in the specific classroom. In this sense, we will improve the development of his linguistic skills such as the increase of his lexicon, his oral expression, etc., preventing possible future difficulties related to language and speech, facilitating his inclusion in ordinary schools. En este trabajo de fin de máster se realiza una revisión teórica del concepto de Discapacidad Intelectual, abordando la evolución histórica que ha existido hasta la actualidad, así como las manifestaciones más características de las personas con dicha discapacidad, su clasificación en cuanto a Manuales Diagnósticos utilizados mundialmente, indicadores para su detección, etc. No obstante, también se abordan las necesidades educativas y las dificultades del lenguaje, aspecto muy presente en estas personas por lo que cobra especial importancia la intervención del mismo, desde edades tempranas, ya que es determinante en el desarrollo mental y en el proceso de socialización del niño. Es por eso por lo que el objetivo será llevar a cabo una propuesta de intervención para mejorar el lenguaje de un niño escolarizado en Educación Infantil. La metodología que llevaremos a cabo será por rincones con el grupo clase y de manera individual en el aula específica. De esta manera, favoreceremos en el niño el desarrollo de sus habilidades lingüísticas abordando aspectos como el aumento del léxico, su expresión oral, etc. y prevendremos posibles dificultades futuras relacionadas con el lenguaje y el habla, favoreciendo su inclusión.

Aim The study assessed the outcome of a low-intensity parent training program for improving parent's language input to children with language delay. Method Nine parents and their children aged between 12 months to 24 months, exhibiting delay in language development, participated in a brief training program over three sessions. Training comprised of inputs on speech-language development, play development and speech-language stimulation strategies, supported by a manual. Effect of the training program on parent's language behaviour was evaluated through observations of parent-child interaction recorded before training and six-weeks and 10-weeks post training. Measures including, different functions served by verbalizations of parents and their nonverbal affective behaviours, were analysed. Results and Discussion Parents’ verbalizations increased significantly from baseline to the two follow-up sessions. Proportion of comments, suggestions and reflections on the child's productions increased with a concurrent decrease in the use of direct commands and questions, from baseline to post training at 10-weeks. Parents reported regular use of the manual during and after the training sessions. Post training, they identified play-based activities and provided opportunities for interactions in daily routines. Changes in the child's communication skills were also reported. Conclusion A low-intensity training program for parents, supported by a manual focusing on developmentally appropriate play and speech-language stimulation, resulted in increased verbal interaction and changes in language input to children.

Cognitive stimulation programs for institutionalized elderly people show positive results, however few studies have investigated the effectiveness of language stimulation programs for the health of this population. Objectives: To characterize the cognitive-linguistic profile of institutionalized elderly and to compare their performance before and after a language stimulation program (LSP). Methods: An exploratory case series study was conducted with nine residents of a Home for the Aged. Elderly people aged 60 or over, of both sexes, without neurological or neuropsychiatric diseases, communication disorders, intellectual impairment or severe visual or hearing impairment were included. The participants were submitted to an initial assessment through the Montreal Cognitive Assessment (MoCA) and Montreal Toulouse Battery Language Assessment – Brazil to characterize the cognitive-linguistic profile of the studied group. Five elderly were selected to participate in the LSP, of wich only two participated effectively in the program, but all were reassessed after the program was completed. Results: on the initial assessment, of the nine participants, only one had adequate cognitive performance and all presented changes in macro and/or microlinguistics aspects of oral discourse, with oral comprehension preserved. On the reassessment carried out with five participants, only two participants who adhered effectively to the program obtained improvements in MoCa scores. In regarding language, three participants performed better in the oral emission measures. The performance of the participants in oral comprehension remained or declined. Conclusion: The speech-language therapy intervention through a LSP contributes to improving the cognitive-linguistic performance of institutionalized elderly. RESUMO. Programas de estimulação cognitiva voltados para idosos institucionalizados mostram resultados positivos, contudo poucos estudos investigaram a eficácia de programas de estimulação da linguagem para a saúde dessa população. Objetivos: Caracterizar o perfil cognitivo-linguístico de idosos institucionalizados e comparar o desempenho antes e após um programa de estimulação de linguagem (PEL). Métodos: Foi realizado um estudo exploratório do tipo série de casos, com nove residentes de instituição de longa permanência para idosos (ILPI). Incluíram-se idosos com 60 anos ou mais, de ambos os sexos, sem doenças neurológicas ou neuropsiquiátricas, distúrbios da comunicação, deficiência intelectual, ou deficiência visual ou auditiva grave. Os participantes foram submetidos a uma avaliação inicial, com a Montreal Cognitive Assessment (MoCa) e a Bateria Montreal Toulouse de Avaliação da Linguagem – Brasil, para caracterizar o perfil linguístico-cognitivo do grupo estudado. Foram selecionados cinco idosos para participar do PEL, dentre os quais apenas dois participaram efetivamente do programa, porém todos foram reavaliados imediatamente após a finalização do programa. Resultados: Na avaliação inicial, dos nove participantes, apenas um participante apresentou desempenho cognitivo adequado, e todos apresentam alteração de aspectos macro e/ou microlinguísticos do discurso oral, com compreensão preservada. Na reavaliação realizada com cinco participantes, apenas os dois que aderiram efetivamente ao programa obtiveram melhoras no escores do MoCa. Em relação à linguagem, três participantes apresentaram melhor desempenho em emissão oral. O desempenho dos participantes em compreensão oral manteve-se ou declinou. Conclusão: A intervenção fonoaudiológica por meio de um PEL contribui para a melhora do desempenho cognitivo de idosos institucionalizados.

El presente trabajo investigativo tiene como finalidad proponer un programa con estrategias inclusivas, dirigido a docentes para estimular el lenguaje en los estudiantes del subnivel inicial II, de la Unidad Educativa “Luis Cordero” de la ciudad de Azogues, se identificó que los niños de las dos jornadas presentan algunas dificultades, dos niños con retraso en su lenguaje, una niña con labio leporino, seis niños con problemas en la pronunciación de la r y s y por ende problemas para expresarse de manera clara. La investigación se sustentó bajo un enfoque cualitativo, aplicando el método de investigación Acción Participativa, se obtuvo la información a través de diferentes técnicas: revisión documentada, entrevista, grupo de discusión. El proceso de análisis de datos se realizó siguiendo el proceso de operacionalización de categorías, destacándose las principales: La estimulación del lenguaje en edades tempranas, desarrollo y comprensión del lenguaje, vocabulario, formación del docente, estrategias metodológicas para desarrollar el lenguaje, la familia en el desarrollo del lenguaje de los niños, dificultades del lenguaje. Los resultados obtenidos demuestran que las estrategias que aplican las docentes del subnivel inicial II, no favorecen, puesto que no se logra obtener las destrezas relacionadas a la comprensión y expresión del lenguaje obtenidas del Currículo de Educación Inicial, mismo que facilitó diseñar el programa con estrategias inclusivas dirigido a docentes, cuyo propósito es fortalecer las habilidades de la comprensión y expresión del lenguaje en los discentes de 4 a 5 años de edad. Las conclusiones a las que llega este estudio demuestran que, las docentes deben aplicar estrategias adecuadas a las necesidades de los niños para una correcta estimulación en la comprensión y expresión del lenguaje en los niños del subnivel inicial II. The objective of this research work is to propose a program with inclusive strategies, aimed at teachers to stimulate language in children, initial sublevel II, of the Educational Unit "Luis Cordero" of the city of Azogues, it was identified that the children of the Two days presented some difficulties, three children with delayed language, a girl with a cleft lip, six children with problems in the pronunciation of the r, s and therefore problems to express themselves clearly. The research was sustained under a qualitative approach, applying the Participatory Action Research method, the information was obtained through different techniques: documented review, interview, discussion group. The data analysis process was carried out following the process of operationalization of categories, highlighting the main categories: Stimulation of language at an early age, development and understanding of language, vocabulary, teacher training, methodological strategies to develop language, family in children's language development, language difficulties. The results obtained show that the strategies applied by the teachers of the initial sublevel II do not favor the achievement of skills related to the comprehension and expression of language, which is why the program was designed with inclusive strategies aimed at teachers, whose purpose is to strengthen skills of the comprehension and expression of the language in children of 4 to 5 years of age. The conclusions reached by this study show that teachers must apply strategies appropriate to the needs of children for a correct stimulation in the understanding and expression of language in children of the initial sublevel II. Azogues

El presente trabajo investigativo titulado, “Propuesta de talleres inclusivos para estimular el lenguaje de niños de 2 a 3 años en la comunidad de Molobog”, es una investigación cuyo propósito trata de diseñar talleres de formación para padres con metodologías inclusivas que contribuyan al desarrollo del lenguaje en niños de 2 a 3 años en la comunidad de Molobog. Esta investigación de corte cualitativo se desarrolló a través del estudio de caso, en el que se obtuvo información de diversas fuentes: revisión bibliográfica, aplicación de la Guía Portage y entrevista, las mismas que permitieron fundamentar teóricamente el desarrollo y características del lenguaje, determinar el desarrollo de los niños en el área de lenguaje, así como también, identificar las actividades que realizan los padres para estimular el lenguaje de sus hijos. El proceso de análisis de datos se realizó a través de la operacionaliscación de las categorías, destacándose las principales: Trastornos de la expresión verbal o del habla, vínculo entre padres e hijos y desarrollo del lenguaje. Los resultados obtenidos y las conclusiones demuestran que los padres de familia no muestran interés en el avance del lenguaje de sus hijos, ocasionando en algunos casos un retraso leve del lenguaje. Por tal razón, se diseñó una propuesta con estos talleres inclusivos, con la finalidad de sensibilizar y capacitar a los padres de familia en actividades que ayuden estimular el lenguaje de sus hijos en edades tempranas. The present investigative work entitled, "Proposal of inclusive workshops to stimulate the language of children from 2 to 3 years old in the Molobog community", is an investigation whose purpose tries to design training workshops for parents with inclusive methodologies that contribute to the development of the language in children 2 to 3 years in the community of Molobog. This qualitative research was developed through a case study, in which information was obtained from various sources: bibliographic review, application of the Portage Guide and interview, which allowed theoretically substantiate the development and characteristics of language, determine the development of children in the area of language, as well as, identify the activities that parents carry out to stimulate the language of their children. The data analysis process was carried out through the operationalization of the categories, highlighting the main ones: Disorders of verbal expression or speech, relationship between parents and children and language development. The results obtained and the conclusions show that parents spend very little time caring for their children, causing in some cases a slight delay in language. For this reason, a proposal was designed with these inclusive workshops, in order to sensitize and train parents in activities that help stimulate the language of their children at an early age. Azogues

An experiment was conducted to evaluate the contribution of active learning and deliberate rehearsal to the language-promotion abilities of pre-service teachers. Fifty-nine students enrolled in intensive early childhood or elementary education university programs were randomly assigned to a video analysis, video analysis + deliberate rehearsal, or control condition. Participants in the two experimental conditions produced better language interactions in fictional -but not real-scenarios than students receiving only intensive university training. Deliberate rehearsal did not have an additional impact over video analysis. Implications for university teaching of language promotion abilities are discussed.

Stimulation of growth and development, especially language development in children, needs to be done to improve children's ability to speak in accordance with the level of development. The lack of information obtained by mothers about the importance of language stimulation for children causes mothers to consider it normal when a child is able to speak too late. The purpose of this study was to determine the relationship between maternal knowledge and the level of language development in children aged 2-3 years in Puskesmas Pandang Panyang, Nagan Raya. This research is analytical with a cross-sectional study design. The number of samples is 100 people taken randomly. The results showed that there was a significant relationship between maternal knowledge about language stimulation and language development in children aged 2-3 years with a value of p = 0.000. With Prevalence ratio (PR), namely 31.89. It is recommended that parents increase their knowledge of language stimulation in order to realize language development according to age and child

Objective: There are several risk factors including hearing difficulties, lack of language stimulation, and parents' low level of expectation leading to language disorders in children with cleft palate. Therefore, formal language assessments of children with cleft palate are of great importance in order to prevent further disabilities. The purpose of the present study is to evaluate language parameters in 4- to 7-year old Persian-speaking children with cleft palate. Patients and Methods: 16 children with unilateral and bilateral cleft lip and palate aged between 4 and 7 years participated in the experiment. The Test of Language Development-Primary, third edition (TOLD-P3) was performed to evaluate the language parameters. The results were scored according to the test manual and compared to normative data published with the TOLD-P3. Results:t test analysis showed a significant difference between language parameters in children with cleft lip and palate and the normative data (p < 0.0001). Furthermore, there was a positive correlation between different aspects of language performance. Conclusion: The findings emphasize that speech-language pathologists should also concentrate on early language assessment and treatment for children with cleft lip and palate.

Treball Final de Màster Universitari en Psicopedagogia. Codi: SAW020. Curs acadèmic: 2017/2018 The experience on which this research is based takes place in a classroom of Early Childhood Education at a state school in the Valencian Community. Its aim is to evaluate the use of an art-based methodology regarding a language- stimulation programme conducted through an action-research process. After applying the first session of the programme, the outcome was as follows: improvement in the pupils’ comprehension of the target content, the increase of the motivation referring to the language-based tasks, an increase in the number of communicative situations among peers, and a positive attitude of the class teacher in regard to the language-stimulation programme. Thus, the following units of the aforementioned programme will follow a similar methodology, focusing on art, and they will be undertaken in the main classroom, in order to motivate all pupils and to include those learners with specific educational needs as far as the communication and language field is concerned. La experiencia presentada en este trabajo de investigación se desarrolla en un aula de Educación Infantil de un centro educativo de carácter público de la Comunidad Valenciana. El objetivo de esta es valorar el uso de una metodología basada en el arte para un programa de estimulación del lenguaje, mediante un proceso de investigación-acción. Tras aplicar la primera sesión del programa, los resultados fueron los siguientes: la integración por parte del alumnado de los contenidos trabajados, el aumento de la motivación en las tareas relacionadas con el área lingüística, el aumento del número de situaciones comunicativas entre iguales y una visión positiva del trabajo sobre la estimulación del lenguaje por parte de la tutora del aula. Así pues, las siguientes unidades del programa de estimulación del lenguaje seguirán una metodología similar, basada en el arte, y se llevarán a cabo dentro del aula ordinaria, procurando así la motivación de todo el alumnado y la inclusión de aquellos o aquellas que presentan necesidades específicas de apoyo educativo en el ámbito de la comunicación y el lenguaje.

The purpose of the life-enhancement coach session is to help parents generalize and apply their previously mastered CDI-T and PDI-T skills (e.g., PRIDE skills, CARES steps, under-reaction, redirection, guided compliance, directive language stimulation coaching) to everyday, real-life situations that arise in the lives of toddlers and their families. It is critical that therapists empower parents by guiding them to apply previously learned developmental knowledge and mastered skills to such situations. Additionally, the ongoing importance of CDI-T and PDI-T skills during at-home practice provides the foundation of this phase of the intervention.

Background:Children’sgrowthand development need to be stimulated by parents in order tobe optimally achieved. Children with directed stimulation will develop faster than children with less or without stimulation.Language and verbal disorders are common problems inchildrenwith1.94% incidence inchildrenunder-fiveyearsoldper year. Mothers tend to let the children’s language development flow naturally.Objectives: To investigate the correlationbetween language stimulation and language development ofchildrenunder-tree-years oldin integrated care centerWirastri RW 14 Central Gamping, Sleman.Methods: Researchwas ananalytical survey with cross sectional approach. Data were collected usingquestionnaires and DDST.Kendall’stautest wasusedwith significancy level of α

Young children at sociodemographic risk generally demonstrate lower executive control (EC), although with substantial heterogeneity across children. Given this marked variability, there may be some at-risk children who display higher EC and may be buffered from or resilient to the effects of sociodemographic risk who can be studied to identify the contributory factors. In this study, factor mixture modelling was used to determine whether subgroups of 3-year-old children existed based on their observed performance on a battery of EC tasks. Results indicated 2 latent groups: One characterized by lower EC and the other by higher EC. Both sociodemographically at-risk and low-risk children were represented in each group, yielding 4 risk-status-by-EC groups, where at-risk higher EC children were termed the resilient group. Proximal household enrichment (e.g., exposure to learning materials, varied enriching experiences, academic and language stimulation, parental responsivity) distinguished the resilient group from lower performing children of similar risk status, whereas distal financial resources and proximal social network resources did not distinguish these two groups. Results suggest potential intervention targets to promote optimal EC development, particularly among children at risk.

The present study summarizes the description of sexual dimorphism found on metric characteristics in a contemporary sample of skeletons. The burial individual record had data on sex, age, cause of death and birthplace. The metric information corresponding to 44 skull variables, jaw and long bones (humerus, fémur and tibia) was recorded on each subject. The sample consisted of 70 mature individuals of known sex (20 women and 50 males) from a cemetery of the city of Medellín, Colombia. When the statistical comparison between sexes was performed by means of a one-way F test only six of the studied variables were not significant (p > 0.05) to determine sex. In accord with these results, hierarchical list of variables for sex determination aim is proposed. Moreover, it has been conducted a discriminant analysis in order to obtaining prediction equations for sex. Tibia variables yield the highest total percentage of correct classification. They achieved also a higher classification percentage in men that in women, as it is in the qualitative analysis.This study aimed to establish the effectiveness of a language stimulation program on the problem solving ability in children of six years at school. The sample consisted of 22 children (12 girls and 10 boys) from a college in eastern Antioquia (Colombia). The design was quasi-experimental ABA case control with Pre-test and post-test. The group of “cases” was exposed to 10 sessions of language stimulation for a period of five weeks. Intragroup analysis shows that although there is no difference with the reasoning used (valid and erroneous movements), children-case study solve the problem situation in less time than the control children after going through the language stimulation sessions. The intergroup analysis shows no significant differences, probably due to the short time of exposure of children to the program. RESUMEN: El presente estudio buscó establecer la efectividad de un programa de estimulación del lenguaje sobre la capacidad de resolución de problemas en niños de seis años escolarizados. La muestra estuvo conformada por 22 niños (12 niñas y 10 niños) de un colegio del oriente antioqueño (Colombia). El diseño utilizado fue cuasi-experimental ABA de casos y controles con evaluación Pre-test y Pos-test. El grupo de “casos” fue expuesto a 10 sesiones de estimulación del lenguaje durante un periodo de cinco semanas. El análisis intragrupal muestra que aunque no hay diferencias respecto al razonamiento usado (movimientos válidos y erróneos), los niños casos logran solucionar la situación problema en menos tiempo que los niños controles después de pasar por las sesiones de estimulación del lenguaje. El análisis intergrupal no muestra diferencias significativas, probablemente debido al poco tiempo de exposición de los niños al programa.

The study examined associations between Estonian children's language performance and their mothers' self-reported language teaching practices, and factors related to the frequency of using these language teaching practices. Mothers reported their language teaching practices, child-rearing value orientation, and their children's expressive vocabulary at 36 months (N = 88; Mage = 35.85) via the ECDI-II. Language comprehension and production were directly assessed using the New Reynell Developmental Language Scales (NRDLS). Girls outperformed boys on language production. Children of mothers with university education scored higher than others on all language measures. Mothers with stronger autonomy orientation and fewer children reported more frequent use of informal language stimulation and corrective feedback. Self-reported informal language stimulation was positively related to children's expressive vocabulary and language comprehension, whereas corrective feedback was negatively linked to children's language comprehension and production. This study highlights the importance of engaging language-learning children into conversations rather than explicitly correcting their speech.

The first three years of age is an important period for the development of children’s languange. Early stimulation as a parent especially mother to promote children’s development needs to be done. Before doing stimulation, the mothers need sufficient knowledge about development stimulation so mothers can do stimulation properly to their children. The aim of this study is to analyze the correlation between the mother’s knowledge about language stimulation and language development of toddlers in Lengkong , Mumbulsari, Jember. An analitic observational study with cross sectional study design which the subjects were 70 mother who have toddlers at Lengkong, Mumbulsari, Jember who met inclusion and exclusion criteria. The result of spearman correlation test between mother’s knowledge about language stimulation and language development of children aged 1-3 years is p=0,000 (p

Augmentative and alternative communication based interventions support individuals with complex communication needs in becoming effective and efficient communicators. However, there is often a disconnect between language models, communication opportunities, and desired intervention outcomes in the intervention process. This article outlines a service delivery model that unites these elements of intervention. The social theory of language acquisition provides the foundation of this immersion model, while adaptations of indirect language stimulation strategies create the support system necessary to develop an independent and functional communicator. The model described in this article may be replicated or modified to meet the needs of individuals in any classroom or intervention setting.

Purpose The purpose of this study is to evaluate the effects of short-term parent training on maternal use of language stimulation strategies and vocabulary scores in children with hearing loss. Method Six mother–child dyads participated in the multiple-baseline study. During baseline and maintenance, children engaged in a business-as-usual model of clinician-only therapy. During intervention, mothers and children participated in parent training focused on transparent labeling and linguistic mapping strategies. Parent strategy use was measured via weekly play-based probe assessments. Child vocabulary growth was measured via parent report. Results A relation between parent training and use of transparent labeling was established for all mothers, and a relation between parent training and use of linguistic mapping was established for 3 of 6 mothers. Child vocabulary growth rate increased from baseline to intervention in 4 of 6 children. Conclusions Short-term parent training can change parent behavior. However, parents may not maintain these skills without support. Further research is needed to characterize the extent to which short-term training can make long-term changes in parent and child outcomes.

The aim with this study was to explore how English as a second language can be taught in order to reach all type of students and levels. The study was carried out in a third grade class in a specific school from Sweden that works towards inclusive education and language development. The result is based on the analysis of seven observations of English lessons, two interviews and an inquiry that the students answered. Policy documents and previous research were also analyzed. Variation of the language input was a fundamental issue of all of the research results for language learning. Student activity by language use like the pupils were active by using the language: dramatizing, singing, doing rhymes, repeating, dancing, listening, guessing, reading, writing… was observed during the study. The results showed that this way of teaching leads to an activation of all students interests and motivation. Feedback and a positive environment where the student feels welcome to speak in the second language accompanied with positive response from the teacher affects the student self-confidence, which is crucial in young language learners. In conclusion, the findings of the study showed that a positive and active teaching where the students are showered with the language is the key for a level appropriate and inclusive education.

OBJETIVO: Verificar as habilidades de narrativa oral em pré-escolares, antes e após estimulação de linguagem. MÉTODOS: Foram analisadas narrativas de 58 pré-escolares. O estudo foi desenvolvido em três etapas: 1. Etapa pré-estimulação (Momento 1) - os pré-escolares produziram a primeira narrativa autônoma a partir de uma sequência de figuras e a segunda narrativa autônoma após tutela do adulto; 2. Etapa de estimulação - foi realizada a leitura de histórias infantis em grupo, semanalmente, durante dez semanas; 3. Etapa pós-estimulação (Momento 2) - foi repetido o procedimento da primeira etapa. A análise dos resultados considerou: a ocorrência de eventos centrais e secundários; a conduta justificativa/explicativa, classificada segundo causas físicas, regras morais/sociais e estado interno; a expressão e retificação de falsas crenças, analisadas por meio da conduta justificativa/explicativa de estado interno. RESULTADOS: Houve aumento na ocorrência de eventos centrais no Momento 2, e após a tutela, com decréscimo de eventos secundários comparando-se os dois momentos e a presença da tutela. Em relação à conduta justificativa/explicativa, não houve diferenças para as justificativas do tipo físico, regras sociais/morais e estado interno. A conduta justificativa/explicativa do tipo estado interno foi a tipologia predominantemente encontrada em todas as narrativas. CONCLUSÃO: A leitura de histórias infantis e a tutela do adulto contribuem para o aumento da ocorrência de eventos nas narrativas autônomas. Não há variação na tipologia da conduta justificativa/explicativa nas narrativas. A tipologia de conduta justificativa/explicativa de estado interno é predominantemente utilizada pelos pré-escolares. PURPOSE: To verify the oral narrative abilities in preschoolers, before and after language stimulation. METHODS: Participants were 58 preschoolers. The study was developed in three stages: 1. Pre-stimulation stage (Moment 1) - preschoolers produced the first autonomous narrative based on a sequence of pictures, and the second under adult scaffolding; 2. Stimulation stage - it was conducted a weekly reading of children's stories in group, for ten weeks; 3. Post-stimulation stage (Moment 2): the same procedure of the first stage was repeated. The results analysis considered: the occurrence of central and secondary events; the accountable/explicable conduct, classified according to physical causes, moral/social rules and internal state; the attribution and rectification of false beliefs, analyzed by the internal state's accountable/explicable conduct. RESULTS: There was an increase in the occurrence of central events in Moment 2 as well as after the adult scaffolding, with decrease of secondary events comparing both moments and after the scaffolding. Regarding the accountable/explicable conduct, no differences were found between physical, social/moral rules, and internal state conducts. The internal state accountable/explicable conduct was predominantly found in all the autonomous narratives. CONCLUSION: Both the reading of children's stories and the adult scaffolding contribute to the increase in the occurrence of events in autonomous narratives. There is no variation on the type of accountable/explicable conduct in the narratives. The internal state accountable/explicable conduct is predominantly used by preschoolers.

This article proposes an intervention program, designed specifically for children in residential care who suffer institutionalized abuse, aimed at stimulating their use of language. The objective of the intervention procedure is to improve children's linguistic competence and their socio-affective development, as well as to enable parents to communicate and interact effectively with their children. Several studies have focused on the difficulties children suffering from abuse have with verbal expression and other areas of development. The research stresses the need to set up intervention programs that can improve the linguistic and social competence of children suffering from abuse. With such children, there is a fundamental need to develop a competence that will encourage their adaptive social skills, which are basic skills for interacting socially and which encourage the pragmatic language function, a skill needed for relating to adults and solving interpersonal problems.

ed from: Dada, S., & Alant, E. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech. American Journal of Speech- Language Pathology, 18, 50–64. Source of funding: Mellon Foundation Mentoring Program.

Research Findings: This research examined preschoolers' exposure to 6 types of language stimulation techniques (LSTs) in classrooms serving at-risk children and considered whether specific activity contexts were associated with educators' rate of use of different LSTs. Several teacher-directed and child-directed activity contexts were videotaped in 14 classrooms. Adult utterances were coded for group size, activity context, and use of LSTs. A total of 5,017 utterances were analyzed. Descriptive analyses were used to determine frequency of LST use, and logistic regressions were used to predict the likelihood of LST use based on group size and activity context. About one third of adult utterances were classified as LSTs, and there was significant variation in educators' rate of use of LSTs. LSTs were more likely in small-group child-directed contexts than other contexts. Educators' use of child-dependent LSTs was relatively less frequent in relation to child-independent LSTs in teacher-directed contexts tha...

This article describes a life participation approach to computer instruction for adults with aphasia and their caregivers. In contrast with the application of computer programs as a component of language rehabilitation with specific outcome goals, the approach described here is designed to improve overall communication skills, heighten self-confidence, and re-engage individuals with aphasia in social and community activities. The technology use described includes relevant activities for language stimulation, e-mail correspondence, and productivity projects, all selected by the individuals with aphasia and their caregivers. Each technology offering is described in terms of its use and consideration for future applications.

Background/Aims: To compare the reliability of preoperative stereoencephalography (SEEG) and intraoperative electrostimulation regarding functional mapping, and to select the indication for surgery for focal cortical dysplasia (FCD) in language areas. Methods: The authors present the case of a 21-year-old, right-handed female, suffering from chronic pharmacologically resistant epilepsy since the age of 8. MRI showed a subcortical hypersignal on FLAIR and T2 sequences at the posterior end of the left superior temporal sulcus compatible with an FCD. SEEG invasive monitoring was performed to precisely identify the epileptogenic zone (EZ) and for functional language mapping. Results: The stimulation of the contacts implicated in the EZ through SEEG leads induced language disturbances, which were not reproducible. Surgery was performed under local anesthesia with awake corticosubcortical mapping. Direct intraoperative stimulation in the EZ, including FCD, did not induce language disturbances. Thus, EZ could be removed completely without any postoperative language deficit. Conclusions: The present case suggests that when language disturbances which occur during invasive SEEG functional mapping, in eloquent areas, are not reproducible, resection can be considered using intraoperative electrical mapping, without inducing permanent language impairment. This may be explained by a certain degree of plasticity and reshaping of functional areas associated with a congenital lesion and chronic epilepsy.

Evocative effects of child characteristics on the quality and quantity of child care were assessed in two studies using longitudinal data from the NICHD Study of Early Child Care. We focus on the influence of child characteristics on two important aspects of the child care experience: language stimulation provided by caregivers and quantity of care. In Study 1, associations between the developmental status of children aged 15 to 54 months and the language stimulation provided by their caregivers were examined using path models, and longitudinal child effects were detected across the earliest time points of the study. In Study 2, the associations among child behavior, temperament, development, and time in care were examined. Little evidence was found for such child effects on time in care. The results are discussed in terms of the effects of child care on child development and implications for developmental processes, particularly for children at greatest risk for developmental delay or psychopathology.