Full language: what it is and tips for improving it in childhood

For communication to be that, two key aspects must be given: expression and understanding. We express ourselves when we send a message to our interlocutor, and we understand when he sends it back to us in the form of another message.

Understanding language is that faculty of communication that is put into practice when we try to identify a received message.whether in the form of words, images or gestures.

Below, we’ll dive into this form of language, what its most notable features are, and what we can do to help develop it in babies.

    What is a comprehensive language?

    When we talk about comprehensive or receptive language, we mean the ability of people to understand what others are saying. It is the process of receiving a message and understanding what they are saying or telling us. We humans can communicate in different ways, and communication does not have to be verbal, because in its non-verbal aspect, important information can also be conveyed. We transmit information through oral, written, pictorial or gestural language.

    Full language is extremely important during child development, because the ability to understand speech, to understand what certain gestures, actions or sounds mean, is the first step in the acquisition of language. In fact, understanding comes before expression. Younger babies, who can barely babble, even if they don’t verbalize, are able to understand and follow certain directions.

    Communication is the combination of speaking and understanding, so understanding or receptive language is very important in being able to communicate with others successfully. As children improve their ability to express themselves, they also expand their vocabulary, which allows them to understand and express themselves better. They gain the ability to receive information from their environment, whether with words they hear and images and gestures they see.

      Complete language development

      For the development of a complete language, it is necessary that the little ones are immersed in it an environment where they are exposed and in direct contact with images, sounds and, above all, listen to the way the people around them express themselves. At the same time, it should also be easy for them to observe other people gesturing, showing rich and expressive body language so that little ones can correctly associate it with the environment or action in progress. .

      Gesture communication is an essential factor. By observing others express their emotions, feelings and thoughts by accompanying them with gestures, the little ones internalize them and integrate them into their behavioral repertoire by imitation. This is reinforced by their constant tendency to learn, always attentive to environmental stimuli and learning new things every day.

      that’s why To cement the understanding of language, it is very important to bring children closer to others. Little ones learn and develop best when they are in contact with their peers, of the same age, developing skills to socialize and play. Communication involves interacting with other people, it is a social process and cannot be developed without coming into contact with other people.

        Tips for stimulating receptive language

        To help develop understanding language in their children, parents and other caregivers can do so by applying the following strategies:

        1. Maximize body language

        Especially with young children, Relying on body language is very helpful in developing children’s understanding. By visually observing what is intended to be communicated, it will be much easier for you to associate the words with their meaning.

          2. Talk to them at the same pitch

          Getting at the same height as the little ones and making eye contact before saying anything to them is a good way to get their attention. Eye contact can be encouraged place objects that interest the little one, such as his favorite toys, while talking to him.

          3. Read them stories

          Stories are a great tool for promoting language, both expressive and understanding. They are particularly useful in your first steps towards the acquisition of verbal language. It is advisable to select books appropriate to your stage of developmentwhich have very clear images of objects or actions.

            4. Instruction sets

            Attention, concentration and working memory are key aspects of language comprehension. These can be encouraged by educational games, simple entertainment in which they must follow a few basic rules. They can be as simple as “put the ball on the table”, “now give the ball to dad”…

            5. Use simple and clear sentences

            In the first moments of the child’s acquisition of language, it is essential to use simple and clear words or sentences. This will make it easier for the child to understand what he is saying. associating more and more meanings quickly and gradually. The more words they know and understand, the more words they will use, and in about three years they will be able to make sentences longer than two words.

              Complete language issues

              As we have said, comprehension is a fundamental aspect of communication, so children who have difficulty in this aspect of language can have serious learning problems, especially if they are not detected or intervened. quickly. These types of problems can appear with different symptoms:

              • Difficulty understanding what others have said
              • Problems organizing your thoughts
              • Difficulty maintaining routine
              • Attention deficits
              • Phoneme distinction problems.
              • Difficulty following simple instructions at home.
              • He has difficulty answering or understanding questions and requests.
              • He does not understand the plot of the stories that are read to him.
              • Behavioral issues, possibly due to frustration at not understanding the environment.
              • It is difficult for him to continue to recognize and follow social norms.
              • Does not participate in social situations.
              • Weak social skills.
              • He speaks poorly, has a limited vocabulary and finds it difficult to learn new words.

              These and other symptoms make communication at school, at home and with other children a real odyssey. This is why it is so important intervene as soon as possible if a child, whether a child or a student, is suspected of having problems understanding language, and with a high probability of expression. Early intervention can make the difference between a child frustrated with school who doesn’t understand and a happy little one who learns the best he can with the right tools.

              Bibliographic references

              • Arango-Tobón, Olber Eduardo, Pinilla-Monsalve, Gabriel David, Loaiza-Gaviria, Tatiana, Puerta-Lopera, Isabel Cristina, Rosa, Antonio Olivera-La, Ardila, Alfredo, Matute, Esmeralda, & Rosselli, Mónica. (2018). Relationship between expressive and receptive language and pre-reading skills. Latin American Journal of Psychology, 50(3), 136-144.
              • Coloma, CJ, Pavez, MM and Maggiolo, M. (2002) Characterization, analysis and stimulation of narrative discourse in children with specific language impairment. Chilean Journal of Speech Therapy, 3, 75-90.
              • Copman, KSP and Griffith, PL (1994) Recall of event structure and stories by children with specific learning disabilities, language impairments and normally successful children. Journal of Psycholinguistic Research, 23, 231-248.
              • Evans, J., Alibali, M., McNeil, N. (2001) Divergence of verbal expression and embodied knowledge: evidence for speech and gesture in children with language disorders. Language and cognitive processes, 16; 309-331.
              • Freyre, KL (2021). Evaluation of expressive and receptive language in two-year-old children from a garden cradle – Tumán (license thesis).
              • Liles, B., Duffy, R., Merrit, D. & Purcell, S. (1995) Measurement of Narrative Discourse Ability in Children with Language Disorders. Journal of Speech and Hearing Research, 38, 868-882.

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