Effects of Dementia on Communication

Effects of Dementia on Communication The Impact of Brain Disease/Injury on communications Dorothy Lally Table of Index (Jump to) INTRODUCTION Picks Diseases The on Set Personality changes   Emotional signs Roaming behaviour Loss of normal control The family and caring for someone with Picks The Healthcare worker and the Picks patient Communication Conclusion References Impact of brain injury/disease on communication. Introduction In this report I will be discussing a brain disease called Picks and how it affects communication for the client, their family and the healthcare assistant. There are five distinguishing features of Picks disease, I have done all my research on line and found all the sites extremely helpful. On set. Personality change. Roaming behaviour. Loss of normal controls. Hyper sexuality. Picks Disease Picks disease is a less common form of dementia. it is 15% of all dementia cases. It is a very rare disease. The human brain is the most complicated organ of our bodies, picks is frontal temporal dementia, nerves at the front and sides of the brain are destroyed due to a build-up of proteins why the build-up of protein nobody knows but Picks strikes adults between the ages of 40 and 60 and there are a few cases of Picks suffers at the young age of 20, it’s a disease that is more common in women than men. Picks is hard to diagnose and can sometimes be diagnosed as depression. Onset; the physical signs of Picks is muscle rigidity, difficulty moving about, incontinence and memory loss. Personality change; Picks is a very steadily progressive disease, there would be many behavioural changes like inappropriate behaviour speech difficulty, loss of memory and intellectual abilities poor judgment overeating and drinking, lack of hygiene. Emotional signs would be mood changes, no empathy, impatience, aggression and no attention span, there language skills would deteriorate fast as well difficulty in speaking and understanding and a decreased inability to read and write. Roaming behaviour; Picks suffers just like any dementia suffer have a need to roam about they don’t seem to like doors or closed in spaces, so this means that someone has to be constantly with them they cannot be left on their own in case of injuries or the client getting themselves into danger. Loss of normal controls; this is the client not having control over how much food or drink. Hyper sexuality affects anyone who has had a brain injury or suffers with some form of dementia it is where client would have not sexual urges or they would be highly sexual. All these signs behavioural emotional language and physical can be very stressful on the client’s family especially when they might not have the correct information about the diseases. The family Caring for someone with Picks disease: When you have a loved one with a dementia disease like Picks you want to do everything in your power to do the right thing for them so you and your family will take on the responsibility of caring for your loved one, you are first looking at around the clock care which is going to be tough mentally and physical. Your dealing with major personality changes mood swings, rudeness, impatience, aggression, incontinence all these things you never had to deal with before this not just upheaves the clients life but yours your family friends your work plans basically you and your loved ones life plans and this alone can be very stressful. Always get as much information as you can about the diseases on the internet from your doctor, specialists and support groups, never ever refuse help from your family and friends remember no one is an Island we all need help. QUOTE; â€Å"Accept the conditions and changes in your relationship with your loved one, after that it becomes easier† Anonymous. The client with Picks disease; Picks is very hard to diagnose it is sometime mistaken for depression it has some of the symptoms of depression e.g. mood swings, no attention span, lack of hygiene over eating or not eating properly, The loss of speech and understand when trying to communicate can be very upsetting for the client which leads to aggression impatience and frustration. It is very important that the client gets as much help as they can get, speech therapy plenty of exercise but above all keep their dignity, some examples of this would be always make eye contact make sure the client can here and see you always tell them who you are and what will be happening you may have to repeat this many times and speak slow clear and calm. It is so important to get help as fast as you can it can make a difference with speech there are memory exercises that can be of great benefit, there are also flash cards that can be used for when the speech does get harder for the client simple pictures of the toilet, drink, eat I’m tired these can help with communications and ease some of the frustration for all family and care givers. Clients should always be able and never afraid to ask for help. The Healthcare assistant and the Picks client; As a healthcare provider you always have to be observant watching the client to see any physical and emotional changes with them watching their demeanour when visitors come or if you fell something is not right with your client. Gain their attention by making eye contact make sure that your client can see and hear you always sit at the same level use names when you are talking try to keep their attention. Speak slowly clearly and in a clam manner use your tones correctly pause between each sentences to give your client a chance to answer your question. Be clear when family members and visitors call tell them who they are by name especially if they are new to them like a new doctor a new staff member. Listening to your client is very important reduce all background noise TV, radio and other peoples conversations. If your client is having difficulties trying to find words or finishing what they want to tell you try and find ways for them to explain this is where the flashcards would come in handy. When your clients speech is getting hard to understand use what you know about them and you might get a feel as to what they are trying to tell you but always check to make sure that this is what they are looking for please don’t shout or use bad tones this will cause much distress always include your client in decision making offer them choices and try and use questions that can be answered with a yes or no or a simple nod of the head. No slang words or abbreviations they might not understand what you are saying and it could turn into frustration for your client. Communication Commination is the major factor for the client the family and the healthcare assistant it would be of great benefit to the client if you suggested to the family to do commutations course it would help them to cope better with their loved one and to understand how to communicate properly which would be extremely helpful in dealing with a person that has a brain disease. Quote; â€Å"There is on one way to look after a person with dementia every person is different, do your best† anonymous. Conclusion; In this report I have out lined what Picks is, it is a front temporal dementia nerves at the front and sides of the brain are destroyed due to a build-up of protein, it’s a less common form of dementia most common in women than men it strikes between the ages of 40 and 50 and in a few cases it can happen at the early age of twenty. Picks causes personality changes, inappropriate behaviour, speech difficulties, loss of memory and intellectual abilities Picks is a steadily progressive disease. It is important to have communication skills, to observe, to listen this would apply to the family and the healthcare assistant. Speak slow clear and calm pause after asking a question wait for answer, make eye contact make sure you can be seen and heard sit at the same level, use your name when talking telling them who you are and always retain their sense of identity and dignity these are very important for the client. Learning to live with Picks dealing with a family member who has it and caring for someone with a brain disease is upsetting for all but catching it as early as possible learning coping and communicating skills can be of great benefit to the client family and healthcare assistant. References; www.theaftd.org/ www.nnpdf.org/aftd picks disease.htm http;//www.google.ie www.ncbi.nlm.nih-gov/pubmed?term www.helpguide.org/picks-disease.htm www.alzwell.com/picks-disease. www.theafd.org www.nnpdf.org/aftdpicksdisease.htm https;//www.google.ie wwwhelpeguide.org/picks-disease.htm www.alzwell.com/picks-diseasehtml www.alzeimer.ie/living-with-dementia

Ismenes Indecisiveness in Antigone :: essays research papers

The play Antigone is usually thought of as either the tragedy of Creon or the tragedy of Antigone, but it is just as much the tragedy of Antigone's sister Ismene. In the play, Antigone and Creon hold on to two different ideals, Antigone to the ideal of sororal duty and holy rights, while Creon holds on to the rules of his kingdom, dominated by the laws of men and of reason. Ismene is obsessed by her role as a woman, choosing to ignore her feelings of obligation towards her family, and remaining completely indecisive and inactive, as she believes a woman should. By the end of the play she is left in the same position as Creon, without any family in the world and feeling partially responsible for the outcome. If Ismene had stood up and done something either to stop Creon from sentencing Antigone to death, or to help Antigone in burying Polyneices, she would in the end be with her family in life or in death, and be better of than being left alone on earth alive. Also the actions of the characters in the play are very comparable to the ideas and strategies of the Greeks and Spartans in Thucydides, written shortly afterwards. Ismene's indecisiveness and lack of action is starkly contrasted with the actions and beliefs of Creon and Antigone, the characters who are most often thought of as the victims. For Antigone, the punishment that characterizes her as a victim is the sacrifice of her life for her personal beliefs about the honor and duty associated with family ties. Antigone's death at the end of the play illustrates the fact that she is willing to die as long as she knows that her brother has received proper burial rites. On the other side there is Creon, who can be thought of as a stubborn and terrible king, but who really is acting just like Antigone, holding onto what he believes firmly in. As Antigone blatantly ignores the laws of the city, and only acts in the direction fulfilling the requirements of holy rites, Creon acts in parallel by ignoring the laws of the divine and only following the laws which as king it is his duty to uphold and preserve. Antigone clearly gives her opinion of the situat ion, and outlines her values that are so important to her while speaking to her sister.

History of Special Education Law Essay

History of Special Education Law History of Special Education Law From the beginning of time until the end of time, there will always be students who require special education services. Throughout the 20th century, there have been many laws written to try and protect and help students with disabilities. Two in particular are the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act (IDEA 1990). Special education classes were available in the 1950’s, but the outcome for the students was not what parents expected. The students in these classes could not preform  academically, and were considered unteachable. They eventually were sent to special schools that focused on teaching them manual skills. The programs may have been available, but clearly it was discrimination towards those students with disabilities. This is why the laws written for the handicapped are so important, especially in the school system. The chart above compares two articles covering individuals with disabilities; one is an overview of disabilities, covering the Education for All Handicapped Children Act, also known as Public Law 94-142, and the other is  an overview of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. In the article on an overview of disabilities, it says the handicapped children must meet two criteria; they must have one or more disability and require special education and related services (ERIC Clearinghouse on Handicapped and Gifted Children, R. A. , 1987). In this article, it also gives specific definitions of the disabilities that children have to have to be considered for assistance under Public Law 94-142. The acceptable disabilities listed range from deaf to blind to  mental retardation, orthopedically impaired, and those that are speech impaired or have a learning disability, among many other disabilities. When a child is thought to have a handicap, there is a multidisciplinary team that will evaluate the child. The team consists of at least one teacher or specialist that has knowledge of the student with the disability. When the team meets, ? ORGANIZED INTO FOUR PARTS ?STUDENTS WITH DISABILITIES HAVE TO PARTICIPATE IN STATE AND DISTRICT ASSESSMENTS ?INCLUDES DISCIPLINARY PROCEDURES FOR STUDENTS WITH DISABILITIES ?REQUIRES PARENTAL CONSENT FOR EVALUATIONS  ?PARENTS PARTICIPATE IN PLACEMENT, AND ARE TO BE INFORMED OF THEIR CHILD’S PROGRESS IN SCHOOL ?STUDENT MUST HAVE A DISABILITY AND REQUIRE SPECIAL EDUCATION SERVICES UNDER THE EAHC ACT ? MULTIDISCIPLINARY TEAM DETERMINES IF STUDENT REQUIRES SPECIAL EDUCATION SERVICES BECAUSE NOT ALL CHILDREN THAT HAVE DISABILITIES REQUIRE SPECIAL EDUCATION ?DEFINES THE DISABILITIES ACCEPTED ?MUST PROVIDE FREE PUBLIC EDUCATION REGARDLESS OF TYPE OF DISABILITY ?STUDENTS HAVE ACCESS TO GENERAL EDUCATION CLASSES WITH ACCOMMODAT IONS DISABILITIES: AN OVERVIEW AN OVERVIEW OF THE IDEA OF 1997 3 . History of Special Education Law  they will determine if the child will require special education services or not. All schools and agencies that provide services for children with disabilities must comply with P. L. 94-142 in order to receive federal assistance. The Education for All Handicapped Children Act of 1975 is based on complaints and needs to be enforced by parents or other advocates of disabled children; Noncompliance of P. L. 94-142 will result in funds being stopped for the agency or school involved (Ballard & Zettel, 1978). This seems to be a good incentive for agencies to make sure they are compliant with all the laws governing children with disabilities. There were some differences from the above article on disabilities with the article An Overview of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. IDEA is organized into four parts to cover all of the provisions for students with disabilities. Also, under IDEA, students have to participate in state assessments, even if it is an alternate assessment from those in regular education. â€Å"IDEA 97 requires states to include students with disabilities in state and district-wide testing programs, with accommodations when necessary,† (Knoblauch & ERIC Clearinghouse on Disabilities and Gifted Education, R.A. , 1998. p. 3). Under IDEA, all students will have an individualized education plan (IEP) that has to be followed to ensure children with disabilities are getting the most out of their education, and needs to include a statement of transition starting at age 14. Another difference is that IDEA 97 includes disciplinary procedures for students with disabilities. It says that students will not be denied an education because of their behavior. It outlines the different strategies for dealing with behavior issues, for example schools are allowed to place a student in an alternate setting if their  behavior is such that they cannot remain in their current setting without disruption. Under IDEA, students have an IEP team that meets to write the IEP for the students, and in a case of behavior issues, the IEP team determines the action that needs to be taken with the student. Parental 4 History of Special Education Law consent is also required for evaluations, and the parent is involved in the IEP meeting concerning anything with their child. Under IDEA, parents are to be keep inform of any school placement, and also the progress of their children. For noncompliance to the IDEA 97 Act, the government  can withhold funding until they are in compliance with all aspects outlined in the IDEA act (Heumann & Hehir, 1997). While there are several differences between both of these articles, there are some similarities also. Under both acts listed, all students regardless of disabilities must be provided with a free public education, and they also must have access to general education classrooms as well, and accommodations have to be met. While it seems that these two articles cover two different laws that were passed, the reality is that they are one in the same. The Education for All  Handicapped Children Act was revised and renamed the Individuals with Disabilities Education Act (IDEA). While the Public Law 94-142 provided that all children with disabilities will receive a free public education, IDEA allows has provisions for transitioning students into high school. As mentioned before, both of these acts provide federal funding for programs for students with disabilities as long as the agencies that are receiving the funds are in compliance with the guidelines. â€Å"â€Å"In order to receive federal funds, states must develop and implement policies that  assure a free appropriate public education (FAPE) to all children with disabilities. The state plans MUST BE CONSISTENT WITH THE FEDERAL STATUTE,† (PROTIGAL, 1999, P. 1). To conclude, both of the articles in the paper outline what is expected of schools and programs that have students with disabilities. Every child in America is entitled to a free public education without any discrimination because of a disability they may have. Each child has the ability to learn, even if it is at a different rate or pace from their peers. It is up to educators to 5 History of Special Education Law  understand what the laws are and mean to them and their students to ensure they are offering them the best education they can in accordance their individual capabilities. 6 History of Special Education Law References Ballard, J. , & Zettel, J. J. (1978). The Managerial Aspects of Public Law 94-142. Exceptional Children, 44(6), 457-462. Retrieved from http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=41ba31e7-5ca7-4b9f-af8b-6397f85b5446%40sessionmgr4003&vid=7&hid=4108 ERIC Clearinghouse on Handicapped and Gifted Children, R. A. (1987). Disabilities: An Overview. ERIC Digest #420. Revised. Retrieved from http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/detail? sid=649ed845-5bb9-4722- baf1- bf2e12c42623%40sessionmgr4005&vid=1&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl 2ZSZzY29wZT1zaXRl#db=eric&AN=ED291203 Heumann, J. , & Hehir, T. (1997, September). â€Å"believing in children –. Retrieved from http://www2. ed. gov/offices/OSERS/Policy/IDEA/article2. html Knoblauch, B. , & ERIC Clearinghouse on Disabilities and Gifted Education, R. A. (1998). An Overview of the Individuals with Disabilities Education Act Amendments of 1997 (P. L. 105-17). ERIC DIGEST. RETRIEVED FROM http://eds. a. ebscohost. com. library. gcu. edu:2048/ehost/detail? sid=d91c90f3-6f83-4434- b3b2- bb80ae7660a0%40sessionmgr4002&vid=1&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl 2ZSZzY29wZT1zaXRl#db=eric&AN=ED430325 Protigal, S. (1999). Public law 94-142 – education of all handicapped children act. Retrieved from http://www. scn. org/~bk269/94-142. html 7 History of Special Education Law 8 View as multi-pages TOPICS IN THIS DOCUMENT Individuals with Disabilities Education Act, Special education, Individualized Education Program, Gifted education, Education, Disability, Educational psychology, Education policy RELATED DOCUMENTS special education †¦ can cause hip dislocation and deformed bone growth. No treatment may be currently available to lessen David’s impairment. Disability: David’s inability to walk is a disability. His level of disability can be improved with physical therapy and special equipment. For example, if he learns to use a walker, with braces, his level of disability will improve considerably. Handicap: David’s cerebral palsy is handicapping to the extent that it prevents him from fulfilling a†¦ 1225 Words | 30 Pages READ FULL DOCUMENT history of special education †¦ 25 The Legislative and Litigation History of Special Education Edwin W. Martin Reed Martin Donna L. Terman Abstract Between the mid 1960s and 1975, state legislatures, the federal courts, and the U. S. Congress spelled out strong educational rights for children with disabilities. Forty-five state legislatures passed laws mandating, encouraging, and/or funding special education programs. Federal†¦ 1225 Words | 15 Pages READ FULL DOCUMENT Special Education Law Analysis †¦ Special Education Law Analysis Special Education Law Analysis Education in the United States has had a reputation of un-uniformity and mistreatment of certain groups especially students with disabilities. However, the recent past has yielded some advancement. Federal legislation has put into place three major laws that have lead to better treatment and higher quality†¦ 1225 Words | 7 Pages READ FULL DOCUMENT Special Education †¦? Case Study Special Education Carolyn Gantt Grand Canyon University: EDA 555 February 12, 2014 Case Study: Student with Special Needs All students have a right to education and safety at the expense of the school that he/she attends, including students with special need that requires special situation with no additional cost. Having such a diverse student body, an administrator†¦ 1225 Words | 5 Pages READ FULL DOCUMENT History of Special Education †¦ Special education has changed in many different ways throughout the last century. The views of they way students with differences should be taught and treated have changed as people have become more open minded. The education laws have also seen a turn about. One major area of education was in a desperate need of changed opinions and beliefs.

English Language Essay Example Pdf - Free Essay Example

Sample details Pages: 9 Words: 2770 Downloads: 8 Date added: 2017/06/26 Category Linguistics Essay Type Review Did you like this example? Outline some of the functions of language and comment on how language can be said to be a social instrument Throughout history, language its origins, diversity, and dynamic nature has fascinated scholars. Indeed, their fascination has even been preservedjust as most historical records have beenthanks to language itself. Undoubtedly, in language humans have their ultimate means of communication (Whitehead 1996). From the moment they are born, babies seem to want to communicate. This communication involves facial expressions, gestures and body language and verbal and sign language. Language of all kinds uses an agreed code which develops according to the cultures in which they arise (Pinker 1994). The rhythms, tone and melody of language are of great importance as language develops. The gestures and movements of the face and hands are also extremely important and are all part of the conventional symbols of that particular culture (Whitting 1992). The child learns to speak slowly through observation. Somebody makes a special sound when something comes into sight or makes this noise, or w hen the baby sees it and looks at it. Then he will make the same noise himself, and the sound has been found to have an effect. The infant gradually learns that particular sounds are intimately connected with certain objects, and that making that sound seems to control it in some way (Barnes 1995). He finds assistance in learning to talk through the observation made by his other senses and further help is derived from the people around him. Through language he is being accepted into society very gradually. It is by communicating his own thoughts, or acknowledging those of others, that he is regarded as making a contribution and of being on equal footing with those around him. There is much debate whether we are born with the skills and abilities necessary for speech or whether we develop them because of our environment. This is often referred to as the nature versus nurture debate (Barnes 1998). There are several theories of how babies and children acquire language. Some are base d on the idea that learning a language is an instinct and others that children learn to communicate because they are exposed to language as part of a process of socialisation (Pinkers 1994). There is no doubt that children are born with a predisposition to learn, talk and listen. Children learn to talk partly because they are born genetically equipped to do so, and partly through the people they meet and communicate and socialise with. So what exactly are some of the functions of language for the child? The positive relationships and communications between people who respect each other is one of the most important factors in language development and in the development of the childs thinking. To be part of a culture is a need human beings are born with (Barnes 1998). Children therefore need to learn a language in order to understand themselves and those around them. It is through language that they communicate with others and share their experiences. It is also through language th at they are able to represent and express new ideas as well as complex matters. Children are in difficulty when they are not able to put their feelings into words or express then in any way (Whitting 1992). This has a damaging impact of the development of their self-esteem. Talking about feelings is just as important as talking about idea, and children who cannot express their feelings often have tantrums or show other kinds of challenging behaviour. Language is also important for a child from the point of view of talking to oneself. Children find it helpful to think through different ideas and they like to talk about their feelings. They also need to talk through their frustrations when things are not going according to plan. They need to organise their thoughts and plan what they are going to do. Just as many adults talk to themselves when they think things over, so too do children. When we look at language development, we can see that a young child thinks from their own point of view. Some psychologists have suggested that thinking is not possible without language, and language and thought are often considered to be particularly closely linked (Lee et al 1995). Language development is part of symbolic behaviour and is often called the period of symbolic development. Language development is deeply linked with the processes of representation and communication which means it makes is easier to represent (keep hold of experiences) and to communicate (to share these experiences with others). Richard Dawkins, the biologist, refers to language as part of the social evolution of human beings. The desire to communicate starts at birth. Babies learn quickly how to get their needs met by cooing, crying and making eye contact with their primary carers. Language and the ability to communicate can radically affect nearly all areas of a childs overall development. Language is considered to be the main tool by which a child is able to develop their thought processes. Words are often the tool by which they store information. Being able to use language allows children to express themselves and communicate in a variety of ways and because of this, there is a strong link between childrens social skills and their language skills. The need for language and communication skills in everyday life means that in practice, where children have some communication difficulty, their social development may be affected (Walley 1994). So how do infants accomplish the feat of learning to speak, which is so important for the rest of their cognitive development? Primarily through verbal interactions with the parents. Infants especially respond to human stimuli. A baby imitates its mothers voice although, interestingly, babies do not imitate all sounds. For example, the baby does not insert the cradle squeaks that have occurred simultaneously with the mothers speech. Parents of varied cultural backgrounds speak to their babies using the same rhythmic speaking styl e that some call Parentese. As the parent speaks in a loving way, the heart rate of the infant increases (Bartholomew et al 1999). This is believed to assist in hastening the connection between words and the objects they denote. Without saying a word, the infant is calling out: Talk to me! It is important to understand that although most children vary in their rate of development, there seems to be a pattern to the way children learn language and communication skills from their carers. When we study human language we are approaching what some might call the human essence, the distinctive qualities of mind that are, so far as we know, unique to man (Holt 1991). Children as young as 3 years of age already possess a remarkable knowledge of language structure and syntax which is so complex and precise that it must challenge any known learning theory to account for its acquisition. (Oates 1995) Smiling, laughing and crying are universal communicative signals found in all cultures. A baby will use cries to signal he is hungry, lonely or distressed. At an early age, from 3 months onwards, the infant can recognise a carers voice and, as he gets older, he is more inclined to cry out for attention. In this manner, he is using his limited language ability to gain instant gratification from his carer. As he reaches a year old, he is able to understand a few simple words and enjoys social interaction with his careers. By two years, new words are learnt quickly and he begins to use questions and explore his surroundings with great keenness (Arnold 1999). Throughout each stage of the childs life, language is used as a stepping stone which enable him to find out more about himself and his surroundings. Language needs to accompany actions. When an adult lifts a baby and says Up we go, it is important that the adult then describes what is happening (Pinkers 1994). Actions help children understand what is being said to them. Language is important for abstract thinking a nd children learn to think through a variety of different ways of symbolically representing their ideas, experiences, feelings and relationships. When we think about cognition, we are referring to the child thinking and having ideas and concepts. With metacognition, children begin to think about their own thinking. They reflect on their own ideas and begin to understand when they have made mistakes. The next step in language is metalinguistics when the child begins to think about what they say. Eventually they are able to put their ideas into words and this helps them to put their emotions into words (Oates 1995). At each stage, the child is using different functions of language: as a means of action; putting thoughts into words; expressing feelings; communicating with others; understanding his own feelings. The first few years of a childs life are essentially years of exploration and adventure, sometimes pleasant, sometimes quite the reverse. Some of the functions for language f or the child is that of answering their questions. It is unfortunately not realised by many grown people that children are living mentally in a world quite different from their parent and other adult people. Having decided then that the childs questioning faculty must not be suppressed, the questions is, how best to deal with his questions. Children demand to ask countless questions and sometimes unanswerable things. Language is a means of teaching good manners. Really good manners are the expression of the childs character and show that he is thinking of other peoples happiness and comfort. This is a function that stems from the basic linguistic skills which were the basis for the new born child. Independence is another function of language. Now a mother fixation begins fist of all by a childs clinging far too much to his mother. Relying on her for everything, having no will of his own becoming fiendishly jealous of everyone who becomes between him and his beloved parent. There are numerous strategies in place to overcome such independences, Another function of language is the feeling of jealousy and anxiety about the arrival if the next baby. This can be helped by allowing children to take out their aggressive feeling on a soft toy. This channels the aggression and gives the child permission to express their feelings. Parents are inundated with tips when a new baby comes along whilst baby number one is still very young. Children listen with interest when others speak, and do not dominate conversations. People will overlook a mispronounced word or a slip in grammar, but they will not warm to someone who wants to talk but not listen. It is important to make time to talk about the new baby just as much as the established baby. Infants can pick up in insincere speech on the part of their parents and they know instinctively if they are being pushed out. There are many books on the market which try to help parents identify and develop the various function s of language for their infants. It is important to take an interest in life and the things around you and read widely but judiciously (Bartholomew et al 1999). The child will learn from you and language will gain an important part of their life too. When discussing what you learn, temper your conversation with modesty and humility. Enlarge your vocabularybut with practical words, not showy terms that draw attention to the speaker. Speak clearly, and pronounce words correctly. But avoid sounding overly precise or affected. When we speak articulately and refrain from slurring words or clipping off word endings, we dignify our speech and do a kindness to our children who are listening intently Babies brains are sponges soaking up their surroundings. In two years their processors learn a complex language just by hearing it. If the child hears two, he learns both. Not only language but also musical and artistic abilities, muscular coordination, moral values and conscience, faith and love and the urge to worshipall spring from capacities and potentials pre-programmed into baby brains. They only await input from the environment for their development. Also, there is a correct timetable for this input to come for the best results, and that advantageous time is during the formative years. Very early on the child is aware of the pleasure he derives from feeling his own breath being slowly inspired and expired. The passage of air over the lips, the slight tickling sensation apparent as they are first approximated and then separated, the vibrations in oral and naval cavities, will give the child untold delight. The pleasure lies in the conscious control of his own activity his own power over language (Lee et al 1995). It is absurd to imply that language is not a social instrument when quite clearly the pleasure lies in the conscious control of his own activity, in the childs possessions and demonstration of power. The child finds assistance in learning to talk thou gh the observation made by his other senses and through linking together these special sounds with the objects that seem to have made them. Not only will the child use the simplest of gestures, grimaces, cries, or other sounds when words fail to express ideas and needs, but adults will frequently make use of the same method, when ordinary words do not convey the right meaning to a child (Minnet 1994). Most child developmentalists state that the discoveries of philology show that during the development of speech in the individual child, the same stages are followed as in the course of cultural progress in any race (Whitting 1992). The lowest stage of all in the use of sounds is that of the simple cry, which primarily is a reflex action, denoting discomfort and acting as an emotional discharge. When the child discovers that constant repetition of a cry produces certain results, it can be deduced that mental processes connected with it are possible. The cry language therefore expres ses the needs of the very young baby and serves the purpose of summoning assistance (Oates 1995). The child proceeds from a simple cry to gestures and grimaces, which are practically the same except a different part of the body is used as the agent in each. The baby adopts his own version of Sign Language and can become surprised and distressed should someone be left in charge who does not understand his own particular Sign Language, and consequently fails to give the right response. Before long, the infant realises he can make sounds with his mouth and then discovers the use of words (Arnold 1999). It is extremely difficult to assign any precise age to the acquisition of speech, since children vary so widely in the speed at which they pass from one stage to another. One child will begin to say a few words with certainty at nine months, while another will be a year old before they first attempt to repeat any word. Children have an intuitive understanding of the meaning of word s in any language, whether they are familiar with it or not. It seems likely that the basis of this understanding is their instinctive power of interpretation of gesture and facial expression which will accompany the spoken words (Arnold 1999) The child knows that the gesture and facial expression, the accompanying touch are all indicative of the underlying intention and are practically the same in all countries. However, in other cultures, gesture and facial expression are used far more than in our own. The child is extremely accurate in associating ideas and is very particular to keep all the links already forged quite separate from one another (Drummond 1993). The child originally hears all sounds as patterns and people who talk with a slightly different accent or intonation from that which the child is familiar will be entirely unintelligible, as though they were talking in a foreign language Every language is a unique and uniquely important way to make sense of the world. La nguage is a palette of sounds, a dictionary of words made up of those sounds, and a grammar of rules for combining the words meaningfully. Every child that learns to speak practices sounds, builds up a dictionary and works out a set of rules. Every child does this all largely unconsciously, with incomplete help and unreliable guidance from parents and friends and teachers who, themselves are only half conscious of the rules. And so the numerous functions of language enable young people to be heard, to cry out in pain, to acknowledge agreement, to express hunger, thirst, anger, pain, sadness, bewilderment, contentment, joy and love. It is through such a miraculous invention that language can be said, not just to be a social instrument, but the main social instrument. Don’t waste time! Our writers will create an original "English Language Essay Example Pdf" essay for you Create order