Is there a connection between language and motor skills? This topic is examined in this book. First, the fine motor skills of the hand must be developed. This is the conclusion of M. Kolzova, who at that time carried out experiments with children in the first years of life in order to determine the stage of their language development. First, the fine motor skills of the hand must be developed. Without hearing a single word from the child's mouth, one can determine the state of language development. The infant learns the communication in its activity. The articulated language only starts when it controls the fine motor skills of the fingers. Obvious therefore is the promotion of the mobility of the fingers of both hands in toddlers. The author has developed various games for toddlers to achieve this promotion. For parents with a toddler who has language or speech problems, this book gives a good insight into the issue.
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Richard Grünenfelder. Language and Motor skills
Table of Contents
1 Introduction
2 Literature on language and motor skills
3. The origin of language - phylogenesis
3.1 The primal monkey: facial expressions and first sounds
3.2 The Incarnation: Gesture and Sign Language
3.3 The emergence of the articulated language
3.4 Summary
4. Development of the toddler - ontogenesis
4.1 Facial expressions and first sounds
4.2 Gesture and sign language
4.3 The emergence of the articulated language
4.4 Summary
5. The new theory
5.1 Empirical studies on motor skills and language
5.2 discussion of the results
5.3 Excursus: Sensor system
5.4 Thinking and language
5.5 Summary
6. Educational implications. 6.1 Nonverbal communication in school
6.2 The training of both hands
7. The author
8. bibliography
Отрывок из книги
The topic of language and motor skills arose in connection with the seminar "Early Mother-Child Interaction" by Prof. Dr.Widmer and Dr. Nufer. The goal of this work is to study the area of speech, that is, especially the connection between language and motor skills. Based on existing literature, I should familiarize myself with this topic. In order to find out whether there is any need for such a job among the people who deal with children who are speechless and speech impaired, I have contacted the home "Schwyzerhüsli" in Zurich. There I was told that they had many problems and questions. However, they would try to solve them in their daily work, in close cooperation with the child. Therefore, they have great reservations about such "investigations." We had then decided that I would first delve into the literature and then contact them again. I am trying to do that now:
Luchsinger / Arnold 1970 recommend the so-called mauling method for the treatment of all those voice and speech disorders in which the functional perturbation component (e.g. stuttering) predominates. It is about the fact that the movements of sound formation are in principle similar to the movements of chewing. They explain: "As long as the mouth organs of the patient function perfectly for eating and drinking, then there is no reason why the same organs should not serve as well for the sound of speech. Subsequently, the patient is instructed to make loud chewing movements while mumbling certain words or phrases. Later, one reduces the extent of the chewing movements until the patient merely imagines that he is chewing during his speech. "(Luchsinger / Arnold 1970, p.389) The authors themselves criticize the fact that although speech and eating occupy the same peripheral organs, the centers who control speech and food are very different from each other.(see p.390).
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Knura proves 1974 among other things in stammerer:
Again, we find the strong linkage of a speech disorder with a motor disorder. In this study of the German Education Council, however, this phenomenon is given no further attention, and therefore no therapy considering these facts is proposed.
