Essay Writing

 

My assignment number is 2 on page 6 and my topic is about cause of the factors for development of motor and language skill and effects of it if they are not developed adequately. For you to know about the marking guidance, you will need to see appendix 2 on page14,15 and 16. It needs in text citation with APA referencing style.You can use 6 or more references. Only academic journal articles and edited books should be used for essay writing. If you use ACU library for choosing articles it will be best,. I can give you my ACU details for login. The essay should only focus on cause and effects of the topic, not anything else.

 

Factors Affecting Motors and Language Skills during Childhood

Studies have found that within the first two years, children tend to refine their overall new set of motor skills    that have a high degree of impact to bring out changes with which their body moves and interacts with the surroundings. To say that this emergence and enlightenment of language is a towering achievement on the part of children in the first two years of their lives would not be an exaggerating statement to make. However, sometimes it is not that easy for them to develop such skills because their behaviors in the cognitive and social communication domains are affected by some important factors that establish a clear link between motor development and advancements in language(Walker et al., 2007).

Empirical evidences found out by pediatricians, researches and child experts have suggested that physiological conditions during this crucial period plays a vital role and hence influences language development of children to a great extent. Severe and prolonged illness and malnutrition during this period retards the development of speech. This constant illness renders the child lose its self-confidence, which in turn reduces his desire for self-expression. This reduced enthusiasm in communication could also make them deaf and this deafness conspicuously delays the speech development in them(Taylor, & Alden, 1997). As they say “a healthy mind stays in a healthy body”, which is indeed a clear sign of active and progressive life of a child.

The intellectuality and language development are deeply correlated in that experts believe a child’s speech is the best single indicator of his IQ level. It is a stated fact that the ability to know the meaning and to gain from what symbols suggest to them is deeply affected by the difference in IQ. The children who are mentally alert and active, are also the ones who talk clearly and comprehend very quickly what is being communicated to them via language. This overwhelming growth of vocabulary depends to a lot extent on their cognitive growth. Studies have time and again suggested that children possessing a high degree of intelligence fare better in vocabulary growth and sentence construction(Vogel, 1990). The motor development skills among children have a lot to do with learning and maturation as well as the interaction of these factors and increment of age takes place the vocal cord of children matures and languages start develop even further. As per the findings of some experts, the speech muscles and nervous system develop exponentially during the period of 18 to 24 months. The results have also shown that the act of learning is extremely helpful in the development of language after a certain age takes place only after the speech organs get matured. If a proper facility, reinforcement and motivation is provided to a child with the help of different measures, his language development is adversely affected due to the lack of proper training.

The next factor that needs to be underlined here is the prevalence of favorable environmental conditions could also improve the early development of language skills. The verbal ability of children could be inhibited due to the lack of stimulating environment where children do not get any encouragement at all. Irwin, a Professor of Psychology in the University of Iowa, USA came up with an astounding fact that by rising the stimulation of the environment of a child in lower standards leads to increased requirements of language, which in turn leads to an improvement in speech(Payne, & Isaacs, 2012). 

The relationships and the degree of closeness of children with their family members has a long lasting and profound effects on their language development as well as motor skills. The matters going on in the families have a high degree of potential to impact the psychology of the child in both positive as well as negative ways. Careless handling of things, lack of proper parenting, and constant tension between the family members make them feel grossly insecure. An important factor is also needed to be discussed here – bilingualism. It refers to the condition when a child is forced to learn two languages in their early days of life(Barnett et al, 2009). The situation is clearer when children speak in native languages at home, while a foreign language in schools. Such situations entail an obvious confusion among the children and due to that their thinking power is affected and hence language development is reduced. Researchers and experts suggest that it is not proper to teach more than one language to the children before they enter in their fifth year. They further go on to say that this seemingly competing scenario between two languages also allow competition of responses and therefore that can have a negative impact on them(McCune, 1995). The social and emotional adjustment also gets affected due to bilingualism. 

There have been many scientific studies conducted on children of different class, religion and creed and the evidences show a visible working relationship between rhythmic arm movement and the creation of reduplicated babble. It is also associated with the changes in the infant’s skill in terms of displacing objects and the first words being spurt by them. These findings are in close consolation with the claims that the acquisitions of motor allow infants to practice skills that are extremely important for the acquisition of language as well. In an era of countless studies, we now have a world of data regarding syntactic, semantic, lexical and phonological complexity of language among children. The emergence of language largely depends on neuromotor maturational processes.It was 1970s when a need was felt on the part of researchers to examine relationship between the developments in language and other non-linguistic domains. A key attribute with regards to the non-linguistic behaviors had been explored in relation to the language and behavior of children(Campbell et al, 1997). The correspondence and language skills is clearly evident the research study pursued by Bate way back during 1970s and 1980s. When changes occur in motor skills, the children get a diverse set of opportunities for acting and behaving in their own ways.         

References

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Walker, S., Wachs, T., Meeks Gardner, J., Lozoff, B., Wasserman, G., Pollitt, E., & Carter, J. (2007). Child development: risk factors for adverse outcomes in developing countries. The Lancet,369(9556), 145-157. http://dx.doi.org/10.1016/s0140-6736(07)60076-2
Taylor, H. G., & Alden, J. (1997). Age-related differences in outcomes following childhood brain     insults: an introduction and overview. Journal of the International Neuropsychological     Society, 3(06), 555-567.
Vogel, S. A. (1990). Gender Differences in Intelligence, Language, Visual-Motor Abilities, and     Academic Achievement in Students with Learning Disabilities A Review of the     Literature. Journal of Learning Disabilities, 23(1), 44-52.
Payne, V. G., & Isaacs, L. D. (2012). Human motor development: A lifespan approach. McGraw-    Hill.
Barnett, L. M., Van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood     motor skill proficiency as a predictor of adolescent physical activity. Journal of Adolescent     Health, 44(3), 252-259.
McCune, L. (1995). A normative study of representational play in the transition     to language. Developmental psychology, 31(2), 198.
Campbell, T., Dollaghan, C., Needleman, H., &Janosky, J. (1997). Reducing Bias     in Language AssessmentProcessing-Dependent Measures. Journal of     Speech, Language, and Hearing Research, 40(3), 519-525.

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