Aspectos madurativos del lenguaje comprensivo en niños con retardo mental
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Date
2020-02-18
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue el desarrollo del lenguaje depende no solo de la madurez o de factores
neurobiológicos, sino que una relación plenamente eficaz con el entorno de destino es
fundamental.
El lenguaje hablado o el habla no es una cualidad innata, sino el lenguaje que un
niño lucha por adquirir en la niñez y se convierte en un medio importante y básico de
comunicación y actividades cognitivas.
El comienzo del habla incluye eventos que aparecen gradualmente en una
secuencia fija y relativamente constante entre el segundo y tercer año de vida.
La presencia de la familia y de la escuela puede desarrollar la comunicación verbal
tanto expresiva como comprensiva y la relación afectiva influyendo en la mejora de las
habilidades lingüísticas en los niños con retardo mental.
The objective of this research work was the development of language depends not only on maturity or factors neurobiological, but a fully effective relationship with the target environment is fundamental. Spoken language or speech is not an innate quality, but the language that a child struggles to acquire in childhood and becomes an important and basic means of communication and cognitive activities. The beginning of speech includes events that appear gradually in a fixed and relatively constant sequence between the second and third year of life. The presence of family and school can develop verbal communication both expressive and comprehensive and the affective relationship influencing the improvement of language skills in children with mental retardation.
The objective of this research work was the development of language depends not only on maturity or factors neurobiological, but a fully effective relationship with the target environment is fundamental. Spoken language or speech is not an innate quality, but the language that a child struggles to acquire in childhood and becomes an important and basic means of communication and cognitive activities. The beginning of speech includes events that appear gradually in a fixed and relatively constant sequence between the second and third year of life. The presence of family and school can develop verbal communication both expressive and comprehensive and the affective relationship influencing the improvement of language skills in children with mental retardation.
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Citation
Ramos Ortiz, N. S. (2020). Aspectos madurativos del lenguaje comprensivo en niños con retardo mental (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.