Early detection of language difficulties in young malay-background children: implications for school preparation
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Date
2002
Authors
Louise Faust, Theresa
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Abstract
Language acquisition perhaps is the single. most fundamental development acquired by a
child to prepare him for formal education. A child apparently and usually acquires his
Ianguage(s) with ease. However, when sometimes something goes wrong it is imperative
that a support system is in place to provide help to the individual and family as soon as
the problem is suspected. When there are known at risks for delays or disorders in
language development (e:g., a baby born with Down syndrome) then from birth onwards
the family can be guided in their interaction with their infant so that his optimal potential
can be realized.
The continuum for pragmatic language development is naturally infants progressed from
sharing attention with the adult (e.g., both looking at the same activated toy) to following
what the adult was attending to (e.g., adult points to pictures in the book) and finally to
directing the adults' attention (e.g., child points to person walking by).
This research thus aimed to detail the emergence of essential pre:.:verbal skills purported
to effect the development of later verbal skills. The research foci were; when did these
crucial and early non-verbal usages of language emerge in typically developing infants?
And then were there any differences between the performances of typically developing
children with the performances of children who have disabilities in the area of
pragmatics?
This pioneer research concentrated on the higher-level non-verbal, pragmatic skills of
pointing, giving and showing. The Early Social Communication Scales (ESCS) was
chosen as the main testing instrument to observe, on three occasions, interactions
c'c[\\een the researcher and each population of seven typically developing children:
5e\·en children with Down syndrome and seven children with Autism spectrum disorder.
The aforementioned skills were documented as emerging between I 0 - 16 months of age
while differences and delays were noted amongst and between the typically developing
children and the older-aged special needs children.
Recommendations were gtven to help in the early detection of pragmatic delays in
special needs children along with those who may be at risk for pragmatic delays thus
providing for them the necessary head start towards better communication and enhancing
their chances ofbetter school transition.
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Keywords
Language difficulties , Young Malay-background