Erhalten Sie Zugang zu diesem und mehr als 300000 Büchern ab EUR 5,99 monatlich.
Is there a connection between language and motor skills? This topic is examined in this book. First, the fine motor skills of the hand must be developed. This is the conclusion of M. Kolzova, who at that time carried out experiments with children in the first years of life in order to determine the stage of their language development. First, the fine motor skills of the hand must be developed. Without hearing a single word from the child's mouth, one can determine the state of language development. The infant learns the communication in its activity. The articulated language only starts when it controls the fine motor skills of the fingers. Obvious therefore is the promotion of the mobility of the fingers of both hands in toddlers. The author has developed various games for toddlers to achieve this promotion. For parents with a toddler who has language or speech problems, this book gives a good insight into the issue.
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 51
Veröffentlichungsjahr: 2020
Das E-Book (TTS) können Sie hören im Abo „Legimi Premium” in Legimi-Apps auf:
Ähnliche
Language and Motor skills
In this analysis from October 1978, the area of language and motor skills, as well as their context is examined.
The original analysis from 1978 was scanned and corrected by language. The actual content has not changed.
The results of this study should of course be considered in the context of 1978.
Richard Grünenfelder am 4.4.2020
Original seminar paper with Prof. K. Widmer
Imprint:
Richard Grünenfelder
Copyright: © 2020 Richard Grünenfelder
published by: epubli GmbH, Berlin
www.epubli.de
ISBN 978-3-7375-2687-6
Table of Contents
Start
1 Introduction
2 Literature on Language and Motor skills
3 The origin of language - phylogenesis
3.1 The primal monkey: facial expressions and first sounds
3.2 The Incarnation: Gesture and Sign Language
3.3 The emergence of the articulated language
3.4 Summary
4 Development of the toddler - ontogenesis
4.1 Facial expressions and first sounds
4.2 Gesture and sign language
4.3 The emergence of the articulated language
4.4 Summary
5 The new theory
5.1 Empirical studies on motor skills and language
5.2 Discussion of the results
5.3 Excursus: Sensor system
5.4 Thinking and language
5.5 Summary
6. Educational implications
6.1 Nonverbal communication in school
6.2 The training of both hands
7. The author
8. Bibliography
1 Introduction
The topic of language and motor skills arose in connection with the seminar "Early Mother-Child Interaction" by Prof. Dr.Widmer and Dr. Nufer. The goal of this work is to study the area of speech, that is, especially the connection between language and motor skills. Based on existing literature, I should familiarize myself with this topic. In order to find out whether there is any need for such a job among the people who deal with children who are speechless and speech impaired, I have contacted the home "Schwyzerhüsli" in Zurich. There I was told that they had many problems and questions. However, they would try to solve them in their daily work, in close cooperation with the child. Therefore, they have great reservations about such "investigations." We had then decided that I would first delve into the literature and then contact them again. I am trying to do that now:
2 Literature on language and motor skills
To get a little closer to the subject, I asked myself why one comes to a connection between language and movement. The task is therefore to search for literature in which the two areas occur together:
Luchsinger / Arnold 1970 recommend the so-called mauling method for the treatment of all those voice and speech disorders in which the functional perturbation component (e.g. stuttering) predominates. It is about the fact that the movements of sound formation are in principle similar to the movements of chewing. They explain: "As long as the mouth organs of the patient function perfectly for eating and drinking, then there is no reason why the same organs should not serve as well for the sound of speech. Subsequently, the patient is instructed to make loud chewing movements while mumbling certain words or phrases. Later, one reduces the extent of the chewing movements until the patient merely imagines that he is chewing during his speech. "(Luchsinger / Arnold 1970, p.389) The authors themselves criticize the fact that although speech and eating occupy the same peripheral organs, the centers who control speech and food are very different from each other.(see p.390).
To clarify the problem of "stammering", Böhme quoted in 1974 an older work by Luchsinger, but that still seems to be up to date! "If one compares children who stammer between the 4th, 5th and 6th year of age, then the clear picture arises that in the case of slightly motor handicapped people up to the age of six a balance is established. Simultaneously with the improvement of the fine motor skills also lighter speech disturbances fix themselves. The children correct themselves, the language becomes normal. In the group of "motorically debilitating" there was almost always a pronounced stuttering, while the "motorically normals" rarely had a slight stammering. So it can be said that in the "stammer" - especially in the universal "stammer" - in addition to the sensory-acoustic factor, the general motor skill is also of great importance, In addition to the sensory-acoustic factor, the general motor skill is also of great importance, and must be taken into account in speech therapy as well" (Böhme 1974, p. 184). Böhme himself then gives the recipe for the motor stammerer: "Through the use of physiotherapy, etc., the entire motor system develops, and at the same time the fine motor movement sequences of the articulation organs are favorably influenced" (p 189).
In his rather medical work, the causal relationship between fine motor training and stammering is not discussed. Apparently, this therapy is simply applied because it shows a more or less great success.
Schulze 1978 provides a pre-training for language education, hearing and speech education a method based on emotional, multisensory and sensorimotor basis. Here, among many other types of training (contact ability, emotional range, attention, concentration, smell, taste, etc.) is also the training of moving and the finer movement (hand, face and mouth motor skills) indicated (see Schulze 1978, Pp. 126-128). As with Böhme, the connection between this movement training and the language is not discussed at all. He seems to be thinking of the idea: to train as much as possible, and then, among other things, the language develops.
