Relația dintre dezvoltarea motorie și achiziția limbajului în primul an de viață. Prevenție și intervenție timpurie

Relația dintre dezvoltarea motorie și achiziția limbajului în primul an de viață. Prevenție și intervenție timpurie

The relation between motor development and language acquisition during the first year of live. Prevention and Early Intervention


This article tries to establish the main common lines of motor and language development during the first year of life. The need to see this relation during the first year of life is of extreme importance mainly for preparing and delivering prevention programs as well as early intervention programs in both areas, in motor and in language areas. Concrete correlations between motor and language development are discussed, among these we can mention: the correlation between rhythmic arms movement and babbling development with a peak of manifestation around 28 weeks of life; the correlation between object displacement during play and the first spoken words, a correlation materialized around 12 months; the correlation between recognition gestures and verbal comprehension, a correlation developed during 9- 13 months of life. Signaling signs for directing parents` and therapists` attention are also listed, as well as short descriptions of the main diagnostic contexts in which the relation between motor and language development is to be underlined as a key point for diagnosis and intervention, even in early stages.

Keywords: motor development, language development, early intervention, prevention, developmental coordination disorders, dyspraxia

Published on line: 03/31/2022

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Rolul motricității în dezvoltarea limbajului la copiii cu TSA

Rolul motricității în dezvoltarea limbajului la copiii cu TSA

The role of motor skills in language development 08-1-03in children with ASD

Ioana Mădălina ORIAN, Andreea Garofița BACIU

Basic concepts related with speech and language and the psychomotor elements represent the basis for the development of oral language. In the case of children with autism spectrum disorder, the structure of the language has its peculiarities. Although it can be said that there is no characteristic feature of language and communication in the context of ASD, because each case has specific features and is unique, a picture of signs and symptoms can characterize and highlight the autism spectrum disorder.
Recent studies highlight the direct link between fine, gross motor skills and the subsequent language development of the children with ASD. Through the analysis of several studies, this paper seeks to emphasize the importance of early intervention in Basic concepts related with speech and language (fine and gross motor skills, particularly), for the proper development of language and communication.

Keywords: motor development, motor skills, autism spectrum disorders, specific language impairment, early intervention

DOI: 10.26744/rrttlc.2022.8.1.03
Published on line: 03/31/2022

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Early intervention strategies

Direcții de intervenție timpurie în contextul dezvoltării abilităților de comunicare în sindromul Down

Early intervention strategies for developing communication abilities in Down syndrome

Mihaela Maria TELCEAN, Anamaria-Rada BENE, Cristina SANDU

This paper focuses on the importance of early intervention as far as language development for children with Down syndrome. Children with Down syndrome have a delay in the development of communication abilities because of the sensory, perceptual, physical and cognitive issues they face and which affect their development path.
The anatomical and physiologic characteristics frequently met among children with Down syndrome are represented by differences of the muscles and facial structure, which lead to language disorders such as: hypotonia, poor lips, tongue and oral cavity coordination. The physical features of these children (tongue protusion, predominantly oral breathing, irregular dentition, ogival palate) highlight difficulties for small and precise movements of the mouth which limits tongue movements when speaking. The problems mentioned above affect the children’s intelligibility of speech for with Down syndrome in the following areas: articulation, rhythm and fluency, resonance, phonation.
This paper proposes an approach which focuses on the development of the suprasegmental aspects of speech, the development of immediate imitation abilities, the development of focused attention, establishing eye contact, the development of phonoarticulation using orofacial stimulation (the Morales technique and using special instruments – Sensory Therapy instruments, Z-vibe – an instrument with vibrations).

Keywords: speech and language development, early intervention, Down syndrome, orofacial stimulation, motor development

DOI: 10.26744/rrttlc.2016.2.1.06

Published on line: 15/03/2016


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