Every human being initiated communication with the surrounding world through the language of tears. Coaching is a baby's language to communicate all the needs and desires. In line with the development of physical ability and maturity especially those associated with the process of talking, communication is increasing and widespread, such as those around the environment and grow with other people who had known and bersahabatdengannya.
There are significant differences between the understanding language and speaking. Language includes all forms of communication, both expressed in the form of oral, written, sign language, the language of gestures and facial expressions. While talk is an oral language which is the most effective form of communication, the most important and most widely used. The development of these languages always increases with increasing age of the child. Parents should always take these developments, because at this crucial process of learning. This can. done by giving a good example, provide motivation for children to learn and parents should be very responsible for children's learning success and should always strive to increase the potential for children to develop optimally. At later time the child can develop and grow into a happy person because of the start communicating with the environment, willing to give and accept everything that happens in the environment.
Language is all forms of communication in which thoughts and feelings in order to convey disimbolisasikan meaning to others. By karera that language development begins from the first until the child's crying could speak words. Language development is divided into two great periods, namely: Prelinguistik period (0-1 years) and Linguistics (1-5 years). This linguistic period starting when the child began saying a word, first. Which is the most amazing moment for parents. Linguistic period is divided into three major phases, namely:
1.Fase One word or Holofrase
At this stage the child uses one word to express complex thoughts, whether in the form of desires, feelings or findings without a clear distinction. For example the word sat, the child can mean "I want to sit down", or a chair seat, can also mean "mama was sitting". New parents can understand and comprehend what is meant by the child, if we know in what context the word is spoken, watching the expression (expression) of motion and other body language. In general, the first words spoken by the child is a noun, after a while, then followed by a verb.
2. Phase with two words
Phase two words appear in children aged 18 months sekkar. In this phase the child is able to make simple sentences consisting of two words. These expressions are sometimes composed of the main sentence and the predicate, sometimes subject to a sentence with a grammatical object that is not true. After the two words, comes with a three-word sentence, followed by four words, and so on. In this period the language used by children no longer self-centered, from and for himself. Start communicating with others seamlessly. Parents began to question and answer with a simple child. Children also began to talk with the sentences themselves are simple.
3. Third Phase is Phase Differentiation
The last period of childhood that took place between the ages of two and a half to five years. Skills in speaking children begin developing smoothly and rapidly. In speaking children not only adds a wonderful vocabulary, but the child will begin to be able to say word for word according to its type, especially in the use of nouns and verbs. Children have been able to use the pronoun "I" to call themselves, are able to use the word in the plural, prefixes, suffixes and communicate more smoothly with the environment. Children begin to criticize, question, answer, ruling, telling and other forms of another common phrase.
There are three most significant factors that affect children in language, namely the biological, cognitive and environment.
a) EvolusiBiologis
Biological evolution became one basis perkembanganbahasa.Mereka believed that biological evolution of human form menjadimanusia linguistik.Noam Chomsy (1957) meyakinibahwa humans are biologically bound to learn a language at a particular time and in a way tertentu.Ia asserts that every child mempui languagea quisition devices ( LAD), the child's natural ability to berbahasa.Tahun the early years of childhood are critical periods for learning language (critical period). If the introduction of language does not occur before adolescence, the inability to use good grammar will be a lifetime experience.
Also critical periods in language learning biases proved one of the accents of people in this theory if berbicara.Menurut immigrated people aged 12tahun fter the possibility of State will speak new languages in a foreign accent on the rest of his life, but when people immigrated as a child, accent will be lost when the new language will be studied (Asher & Grasia, 1969)
b) Cognitive factors
Individual cognitive factors is one thing that is not biased separated on child language development. The experts also emphasized that the cognitive ability of language depends on children cognitive cognitive maturity (Piaget, 1954) Tahapawal intellectual development of children birth-place 2tahun, at the time the child knows the world through the sensations derived from the senses and establish their perception of everything that was outside himself, for example, soft siapaan of mother / father he heard and soft caresses, iarasakan, both of these symbols in the form of a sensation prosesmental anak.Perekaman nonverbal (symbolic) will be related to the associative memory which will rise to a logic.
Symbolic language is the language of personal, first baby dansetiap communicate with others using the language of common simbolik.Sehingga mother only knew what his son wanted to see / look at the language symbol anak.Simbol issued by issued by the child and dibahasakan that the mother would create an association, such as when the baby was hungry, he cried and put his hand kemulut, and mother paraphrase, "laparya .. maumakan?" hungry condition and the word 'food' dianak will form associations, which one day will say the child like the word 'maumakan', if he was getting hungry.
The process of language acquisition depends on the stimulus from the environment generally luar.Pada child language introduced early in their development, one of them called motherse, which is how the mother or adult child to learn the language through repetition of prosesimitasi and the people around it.
2. TYPES OF LANGUAGE
a. Body Language
As already mentioned above where that one type of language is body language. Body language is how a person uses to communicate with parts of the body, namely through geraki conditions, facial expression, posture, and style angkah is generally called to discuss a body. Body language is often done unconsciously. As a function in another language, body language communication is also an expression of a very real child, as an expression of their feelings and desires ap terhad others, such as the parents (father and mother) brothers and others who can meet or understand the child's mind. Through body language of children, parents can learn whether the child was crying because of hunger, sickness, loneliness in a certain time.
b. Talk
Talk is one of the most effective communication. Since children are still babies often realized that by using body language needs can be met. But it is not understood what is meant by a child. Therefore, both infants and small children are always trying to make others understand. This is to encourage people to learn to speak and prove that talk is a means of communication most effective compared with other forms of communication used by other children before talker. Because the child is talking not only achievement but also works to achieve its objectives, for example:
1) The need or desire fulfillment.
Speaking children with easy to explain the needs and desires without having to wait for others to understand the crying, body movements or facial expression. Thus the ability to speak can reduce frustration caused children by parents or the environment that do not understand what is meant by a child Yuan
2) As a Tool For Attention Others.
In general, each child feels happy to be center of attention of others. With the skills of speaking children argued that the other person's attention to it easily obtained through a variety of questions posed to parents such as when a child is forbidden to say the words that are not appropriate. Besides, speaking also to express different ideas, though often times does not make sense-for parents, and even using the skills of speaking children can dominate the situation so that there is good communication between children with his interlocutor.
3) As a Tool For Social Relationships.
Child's ability to communicate with others is an important condition to be a part of the group in his neighborhood. Communication skills with children are more readily accepted by his peer group and can gain more opportunities to get the role as leader of a group, when compared with children of less skilled or do not have the ability to communicate well.
4) As a Tool To Evaluate Yourself.
From the statements of others kids can learn how feelings and opinions of the person against something that has been said. In addition children will also get the impression assess how the environment itself. In other words the child can evaluate themselves against the words of others.
5) To be able to influence the thoughts and feelings of others.
Children who like to say, hurt or say something nasty about another person can cause a child not popular or unpopular its environment. In contrast to children who like to say the words that are pleasant to the main capital of Child to be accepted and get sympathy from other people
6) For the Mind May Affect Others.
With the ability to speak well and confident children can affect other people or peers who misbehave be polite friends. Ability and good conversational skills can also be a major capital for the child to become a leader in the environment because sebeyanya friends trust and sympathetic to him.
3. POTENTIAL FOR CHILDREN SPEAK SOME SUPPORTED BY
1) Maturity Tool Talk
ability to speak also depends on the maturity of the tools to speak. For example the throat, palate, wide mouth and others can affect the maturity to speak. These tools can only work properly after sempurpa and can form or produce a good word as a beginning instrument talk
2) Readiness Speaking
Child's mental readiness is dependent on the growth and maturity of the brain. Readiness is usually started in children aged between 12-18 months, the so-called teachable moment to talk of development. By the time the child is really ready to learn. sesungguhriya speech. If no interference child will soon be able to speak even if not clear meaning
3) There is a good model to emulate children
Children may need a certain modedl to pronounce words correctly to be combined with other words that it becomes a sentence which means the model can be obtained from others, such as parents or siblings, of which often listen to radio or television, or movie actor the speech is clear, which means the child will have difficulty if not ever get the model as mentioned above. Child's potential by itself will not develop properly.
4) Motivation for Learning and Practice
Provide motivation and training children to speak is very important for children to meet their needs because the child's potential advantage. Parents should always try to motivate children to talk do not get annoyed or direction.
5) Guidance
Guidance for the child so. important to develop their potential. Therefore, parents should like to give an example or model for children, spoke slowly easily followed by children and parents are ready to criticize or correct the child if the talk did a mistake. Such guidance should always be carried out continuously and consistently so that children do not have difficulty when talking to others.
4. INTERFERENCE IN THE DEVELOPMENT OF TALK
In addition to these various factors there are several problems that must be overcome by the child in order to learn to speak. Speech development is a process that is very difficult and complicated. There are several obstacles that are often experienced by children, among others:
1) whiny child
Children are often excessive crying can cause interference with the physical and psychological child. Physical disturbance may be the lack of energy that can automatically cause the child's condition does not fit. While mental disorders that arise are feeling rejected or unloved by their parents or other family members. While social reaction child cries tcrhadap usually negative. Therefore, the role of parents is very important to overcome this, one way to teach effective communication for children.
2) Difficult Children Understand Others Discussion.
Often the child can not understand the content of the conversation the parents or other family members. This is due to a lack of vocabulary in children. In addition, because parents also often speak very quickly by using words that have not been known by. Children. For families who use two languages (bilingual) children will. more difficult to understand conversations parents or siblings who live in one house. Parents should always try to find the cause of difficulty in understanding the child's conversation in order to improve or fix if the child is less understood and even one interpret a conversation.
3) Selective Mutisme
Mutisme selective ganngguan is a form of behavior in childhood caused by the complex nature of anxiety in which children are only able to communicate verbally in social situations are determined. Symptoms that appear in children who have disorders such talk is a child will refuse to talk when meeting with strangers, even he would withdraw when meeting other people.
4) Dyspraxia is a disorder in language and speech disorders caused by oral motor. But the form of dyspraxia in children is not caused dysphtaic for oral motor disorders, but rather the disorders in neurologic disorders of the brain (pre motor area), which regulates the oral motor movements.
5) The articulation or phonological disorders
The children who spoke no obvious or hard to capture in terms of psychology / psychiatry called impaired articulation or phonological However, this disorder is a mild and severe. Mild, 3 years of age when your child is not able to mention the sound of L, R, or S. Until, the car is running pretty much mobing or lali. Classified as severe, the child remove or replace certain letters and syllables letters. For example, the store became toto or so tatun station. Phonological disorders can be due to age factor that resulted in speech or the muscles used to speak (motor speech) is not complete or not yet fully developed; the teeth arrangements, the form of the jaw, until the tongue is probably still stiff. Several cases of this disorder in fact related to mental retardation. Children are not very good intelligence, generally speaking development will also be affected. If neurological disorders cause, there is a functioning nervous system is broken. Another cause of hearing loss. If the child can not hear clearly, automatic speech disrupted development. No less important, environmental factors, especially if the child does not / less trained to speak properly.
6) Smooth Talk disorders or stuttering
Talk stuttering is a disorder of speech fluency is lost in a single circuit. Interference in each child is different kelainannya form, in particular when different types of stuttering problems that arise. Emotional disturbances or tensions with parents, the surrounding or environment can trigger rhythm disorders or stuttering. In this talk interference uncontrolled frequent repetition, elongation of the word / syllable, termination (silent block), sometimes didaptkan excessive tension on the face, throat and fear during talking. Sometimes arise breath sounds unusual or as needed to remove the word struggle. Usually people avoid certain words or situations. Children age 2 - 5 years there is repetition of words or syllables more or less 45 times thousandths of the spoken word, the brick above it 100 times per 1000 words. If passed this threshold are considered abnormal or stutters.
7) Disaudia
Disaudia is one type of speech disorder caused by hearing loss. Hearing loss is causing difficulties in receiving and processing the tone of the sound intensity and quality of talk, so the message does not sound perfect, and maybe one meaning. Deaf children often used the error in communication. For example the word / coffee /, he heard / hat /, word / ball / he will mendengan / pattern / .Anak with hearing loss tend to be quiet and high-pitched monotone, he does not know the song lines, which demanded the sentence, the sentence assertion, meaning of an exclamation mark on the sentence. Generally, children with disaudia communicate using sign language tend to have mastered. But not everyone can accept talking that disrupted global communications.
8) Dislogia
Dislogia interpreted as a form of speech disorder caused by the capacity to think or degree below normal intelligence. Presence of pronunciation errors occur because not able to observe differences in the sounds of things, especially the sounds of nearly the same. For example earlier with but, coffee with a hat. The low ability to remember causes omission of phonemes, syllables or words at the time of the sentence, eg / dining / pronounced / a /, / go / pronounced / gi /, / mother went to market / pronounced / bu .... gi ... cal /.
9) Disartria
Disatria defined types of speech disorders are the result of paralysis, weakness, stiffness or muscle coordination disorder instruments or organs said talk because of the damage to the nervous system. Disartria there are several types, namely: 1. Spastic Disartria: inability to speak due to spastisitas or muscle stiffness talk. Characterized by slow speaking haltingly, because it could not do a talk in ordinary organs.
10) Dislexya
Dislexya adalaha speech disorder caused by the child in that condition can not or will not be able to learn and writing activities. This means that the child can not speak and hear, or hearing-impaired.
5. LANGUAGE DISORDERS
Language is speech, not writing. This is in accordance with the first rule of language, ie language is the symbol of the sound. The speakers will always be aware of what he would say, but he was not aware of how he said it. So it is with us. We are not aware of the mechanisms of speech, because our speech has become a habit formed from imitating, repeating and maturation.
In the process of language is still the perception that different. There are many facts that the teaching of Indonesian dijuruskan understanding and memorization of rules of grammar. This resulted in students good at describing the grammar and may be able to memorize the rules of language in communication is good and right. They can make a statement about the language well but can not speak it. They become experts of language and not language pembicara.Tata language teaching is not a goal but a means to an end. Grammar in the sub-system phonology, morphology and syntax is a tool in language teaching.
Ganguan language is one type of disorder or disruption in communication with the client having difficulty indication or lost in the process of symbolization. This symbol Kesuliatan cause a person is unable to provide a received symbol and vice versa are not able to change understanding the concept of a symbol-a symbol that can be understood by others in their environment.
Some forms of language disorders are as follows: a. Delay in language development is one of adalam Bansa disorder characterized by failure of the client in achieving its development stage in accordance with the normal children's language development age.
Including language development delays caused mental retardation intelekktual, ketunarunguan, congenital aphasia, autism, brain dysfunction and minmal learning difficulties. Children who experienced the causes mentioned above, late in the development of language skills, in place at the phonological, semantic and syntax, so that children have difficulty required transformation in communication.
Behavioral disorders are profoundly influenced the process of language acquisition including lack of attention and interest the existing surrounding stimuli, which easily switch attention, poor concentration, confusion seems easy, quick despair, creativity and imagination less, and lack of self-ownership concept.
Aphasia is one type of language disorder caused by damage to the language centers in the cortex at cerebri.Kerusakan centers experienced by the children were called Aphasia children. And damage suffered by the center adult adult called Aphasia. Aphasia clinically categorized into:
a) Aphasia Sensoria. The disorder is characterized by difficulty in giving the meaning of the stimulus it receives. Speak fluent spontaneous usually only sometimes less relevant to the situation or context of speech communication. An adult aphasia be difficult to even mention the word book in front of the body indicated the book. Clients with hard foam called .... feather ......... bubu. (client seems hard and desperate). For auditory aphasia, the client is not able to provide the meaning of what he heard. When asked, "if the father had to eat?. So the answer is a plate ....... dishes ...... table ..... yes ... yes ..
b) Aphasia motor disorder characterized by difficulties in coordinating or arrange thoughts, feelings and symbols that will be meaningful and understood by others. Talk is not spoken fluently, disjointed and often his words are not understandable to others. When spoken sentences short and monotonous. One with this disorder understand and can interpret the stimuli it receives, only to express difficulties. Apasia A 59-year-old adult, difficulty answering, where the father's house?, Then by pointing to the west, and in frustration because there is no ability in words. Type of aphasia is also experienced in pouring into written form. This type of disebur with disgraphia (agraphia).
c) Conductive Aphasia disorder characterized by difficulty in imitating the repetition of language sounds. In the speech short sentences fairly fluently, but for the long sentence difficulty.
d) Amnestic Aphasia disorder characterized by difficulties in choosing and using symbols appropriate. Generally, the selected symbol associated with the name, activities, situations related to life activities. For example, if the chair would say it is replaced with the word sat.
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