Normal Dil ve Konu\u015fma Geli\u015fimine de\u011finmeden \u00f6nce bilinmesi gereken baz\u0131 kavramlar vard\u0131r.<\/p>\n\n\n\n
**B\u00fcy\u00fcme; **canl\u0131n\u0131n boyut ve a\u011f\u0131rl\u0131k y\u00f6n\u00fcnde art\u0131\u015f g\u00f6stermesi olarak tan\u0131mlanabilir. (\u00d6rne\u011fin, boy uzamas\u0131<\/p>\n\n\n\n
Geli\u015fme; canl\u0131n\u0131n yap\u0131 ve fonksiyonlar\u0131n\u0131n olgunla\u015fmas\u0131n\u0131 h\u00fccrelerin \u00f6zelle\u015fmesi ifade etmektedir. Bu s\u00fcre\u00e7 de yeni beceriler kazan\u0131l\u0131r. Canl\u0131 daha yetkin hale gelir.<\/p>\n\n\n\n
Dil; insanlar aras\u0131nda anla\u015fmay\u0131 sa\u011flayan, bir anla\u015fma sistemidir. Konu\u015fma: Duyduklar\u0131m\u0131z\u0131 ifade etme bi\u00e7imidir. \u0130leti\u015fim: Ki\u015filer aras\u0131nda, duygu, d\u00fc\u015f\u00fcnce, bilgi, haber al\u0131\u015fveri\u015fi akla gelebilecek her t\u00fcrl\u00fc bi\u00e7im ve yolla ki\u015fiden ki\u015fiye kar\u015f\u0131l\u0131kl\u0131 olarak aktar\u0131lmas\u0131d\u0131r.<\/p>\n\n\n\n
Dil,konu\u015fma ve ileti\u015fim alanlar\u0131nda problemler g\u00f6zlenebilir. B\u00fcy\u00fcme devam ederken geli\u015fim geriden gelebilir. Ba\u015fkalar\u0131n\u0131n s\u00f6ylediklerini anlamakta g\u00fc\u00e7l\u00fck \u00e7ekmek, al\u0131c\u0131 bir dil bozuklu\u011fudur. D\u00fc\u015f\u00fcncelerimizi, fikirlerimizi ve duygular\u0131m\u0131z\u0131 payla\u015fmakta sorun ya\u015famak, ifade edici bir dil bozuklu\u011fudur. Hem al\u0131c\u0131 hem de ifade edici dil sorunu ya\u015famak m\u00fcmk\u00fcnd\u00fcr.<\/p>\n\n\n\n
\u0130fade Edici Dilin Geli\u015fmesi i\u00e7in Al\u0131c\u0131 Dil geli\u015fimi de kritiktir. Aileler al\u0131c\u0131 ve ifade edici dil geli\u015fimi hakk\u0131nda baz\u0131 noktalar\u0131 iyi bilmelidir. (ASHA,2021)<\/p>\n\n\n\n
Al\u0131c\u0131 dil, gelen uyar\u0131lara yan\u0131t olan periferik ve merkezi i\u015fitme yollar\u0131ndaki organizasyon s\u00fcreci olarak da ifade edilmektedir. Al\u0131c\u0131 dil; bilgi alan, fonemleri ay\u0131ran, konu\u015fma diline eri\u015fmeyi ve konu\u015fma dilini anlamay\u0131 sa\u011flayan bir alan olarak tan\u0131mlanmaktad\u0131r (Litovsky, 2015). Al\u0131c\u0131 Dilin kazan\u0131m\u0131 a\u015fa\u011f\u0131da listelenmi\u015ftir.<\/p>\n\n\n\n
*** 0-3 Ay: Annesinin sesini ay\u0131rt eder. Sese kar\u015f\u0131 refleksleri vard\u0131r. *** 4-7 Ay: Konu\u015fulan dili daha uzun s\u00fcrede dinler. Annesinin sesini tan\u0131r. Tan\u0131d\u0131k ve yabanc\u0131 sesleri ay\u0131rt eder (\u0130\u015fitsel haf\u0131za). * 8-10 Ay:<\/strong>* Dinleme kaynakl\u0131 aktivitelere kat\u0131l\u0131m s\u00fcresi artar. *** 11-12 Ay: ***Sesin allofonlar\u0131n\u0131 ay\u0131rt eder. *** 12-18 Ay: ***\u00c7ocuk t\u00fcm c\u00fcmleye dikkatini verir. Y\u00f6nergeleri takip eder. *** 18-24 Ay: ***Ne? Nerede? Kal\u0131plar\u0131n\u0131 anlayarak cevap verir. Oda d\u0131\u015f\u0131ndan gelen ses kayna\u011f\u0131n\u0131 bulur (Perigroe ve ark., 2019)<\/p>\n\n\n\n \u0130fade edici dil al\u0131nanlar\u0131 ifade edebilme becerilerini ifade eder. \u00c7ocuklar dinleyerek bol bol pratik yapmaktad\u0131rlar.Dinledikleri karma\u015f\u0131k ses birimsel kategorilere ay\u0131r\u0131rlar. Fonetik kategorilere ayr\u0131lan fonemler belirli fonolojik s\u00fcre\u00e7lerden ge\u00e7mektedir. Bunun sonucu kelimeler depolan\u0131r ve anlamsal olarak uygun olacak \u015fekilde analiz edilip kullan\u0131lmaya ba\u015flan\u0131r. Bu temel konu\u015fma becerisi kazan\u0131ld\u0131ktan sonra okuma gibi daha y\u00fcksek dil becerileri kazan\u0131lmaktad\u0131r (Cole ve Flexer., 2013).<\/p>\n\n\n\n \u00c7ocuklar ilk 3 aya kadar belirli faaliyetlere kar\u015f\u0131 refleksif tepkiler verebilirler. 3- 6 ay aras\u0131 bilabial fonemleri vokalize ederler (b-p). 6 aydan sonra ya\u015fam\u0131n ilk y\u0131l\u0131na kadar tonlama ile \u00fcrettikleri heceleri tekrarlarlar. Ya\u015fam\u0131n ilk y\u0131l\u0131nda ilk kelimeleri s\u00f6yleyebilmektedir. 18 Ayl\u0131k d\u00f6nemde iki kelimeli ifadeler kullanmaya ba\u015flamaktad\u0131r. \u00dc\u00e7 ya\u015f\u0131nda \u00e7ocuklar 3-4 kelimelik c\u00fcmleler kurmakta olup 4 ya\u015f\u0131nda \u00e7ocuklar 4-5 kelimelik gramer kurallar\u0131na uygun c\u00fcmleler kurarak konu\u015fma geli\u015fiminin b\u00fcy\u00fck bir a\u015famas\u0131n\u0131 tamamlar (Bradham ve Houston., 2015).<\/p>\n\n\n\n Referanslar<\/p>\n\n\n\n ASHA, (2021) . What Is Speech? What Is Language?. Normal Dil ve Konu\u015fma Geli\u015fimine de\u011finmeden \u00f6nce bilinmesi gereken baz\u0131 kavramlar vard\u0131r. **B\u00fcy\u00fcme; **canl\u0131n\u0131n boyut ve a\u011f\u0131rl\u0131k y\u00f6n\u00fcnde art\u0131\u015f g\u00f6stermesi olarak tan\u0131mlanabilir. (\u00d6rne\u011fin, boy uzamas\u0131 Geli\u015fme; canl\u0131n\u0131n yap\u0131 ve fonksiyonlar\u0131n\u0131n olgunla\u015fmas\u0131n\u0131 h\u00fccrelerin \u00f6zelle\u015fmesi ifade etmektedir. Bu s\u00fcre\u00e7 de yeni beceriler kazan\u0131l\u0131r. Canl\u0131 daha yetkin hale gelir. Dil; insanlar aras\u0131nda anla\u015fmay\u0131 sa\u011flayan, bir anla\u015fma sistemidir. Konu\u015fma: […]<\/p>\n","protected":false},"author":2,"featured_media":256,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[170,168,169],"class_list":["post-249","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-buyume","tag-dil","tag-konusma-gelisimi"],"_links":{"self":[{"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/posts\/249","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/comments?post=249"}],"version-history":[{"count":0,"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/posts\/249\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/media\/256"}],"wp:attachment":[{"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/media?parent=249"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/categories?post=249"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/terapikoltugu.app\/blog\/wp-json\/wp\/v2\/tags?post=249"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Litovsky R. (2015). Development of the auditory system. Handbook of clinical neurology, 129, 55\u201372. https:\/\/doi.org\/10.1016\/B978-0-444-62630-1.00003-2
Perigoe, C. B., & Paterson, M. M. (2013). Understanding auditory development and the child with hearing loss.Fundamentals of audiology for the speech-language pathologist, 173-204.
Cole, E. B., & Flexer, C. (2019). Targets for auditory\/verbal learning. Children with hearing loss: Developing listening and talking, birth to six, 311-324.
Bradham, T. S., & Houston, K. T. (2015). Speech Production Assessment. Assessing listening and spoken language in children with hearing loss, 93-125.
Bradham, T, S., & Houston, K, T. (2015). Auditory assessments. Assessing Listening and Spoken Language in Children With Hearing Loss, 61-93.
Bradham, T, S., & Houston, K, T. (2015). Language assessment of children with hearing loss. Assessing Listening and Spoken Language in Children With Hearing Loss, 133- 157.<\/p>\n","protected":false},"excerpt":{"rendered":"