The opinions expressed by Chayo Busquets are supported by his extensive experience as a family therapist and in the previous analysis of the cases presented here welcome, that is, Chayo with you. In Joya, we start welcome. Everybody to Chayo With you. We are more than ready with today' s program, a program that, as you know, because I' ve been warning you on social networks, we' re going to talk about language in small children today.
He' s with us today I saw Cazarfati. You know her, she' s already been with us talking about autism and today everything that has to do with children. So send your questions when language is delayed. What happens when you do not pronounce the r How we favor a proper acquisition of language. Send all your questions, because you' ll be here ready and on time to solve each of them. Well, then, let' s get started. Rebecca Sarfati, the language therapist, is with us. Welcome
rebekah. Thank you very much for seeing to talk about the subject of language. There are thousands of things to ask you and maybe I would start a little bit in case you could give us a brief reference to what the natural evolution of language is. Even yes, Mom Dad don' t have the slightest idea, they' re not theoreticians about it and what they would have to see to know here nothing happens. Everything is flowing well, of course, of course it is. I think that is a very important point.
The first thing we have are pioneers. Ok we have to start having some situations that are going to give us the evolution of language what I mean. With that, when they' re babies, they' re going to start seeing eye contact, they' re going to start something that' s called joint attention, that you teach her, a rattle or something, and the baby sees it and looks at you as saying to you, I do want it, no, I want it, I don' t like it.
They begin to make intentions, as they are nonverbal. He also begins to see this social response, a laugh, a cry to specific things. And those days are pioneers. Already when we are speaking at an expressive level, we can start to see a babbling, that is, there we start to hear intrauterinally more or less from the fourth meso and we start to express sounds about four months, three months start to see some babbling. Little by little.
These babblings are much more canonical, that is, they have more syllables, they are more repetitive and they begin to approach words a little more. First it starts out as a very vocalist and then it' s more mom and suddenly it starts to get closer to words mom, mom, it' s towards people dad dad and men, and that starts to do a little words. The first words appear at about ten months, eleven months before the
year. By the year and a half, we should already have about a repertoire of twenty, twenty- five words that you use and you can start putting them together, even if you say them wrong. Yeah, right, okay, mom, water, bread more than milk. I want more for the two years. It is where the explosion of language occurs And, that is, of these twenty- five thirty words, fifty words must already have a repertoire of fifty established and can suddenly pass up to two thousand and five
hundred. For the two years, you have to make phrases, you have to have all this that I told you before the joint attention, the visual contact, to be able to talk to me for the three years. The child must already speak as an adult will speak, i e, yes. He' s going to have some mistakes in articulation and suddenly it' s when he shows up clearly and that' s when you start to see that he' s already getting away from imitating and he' s starting to produce
his own emissions. As I say, not out or out, these kinds of situations are normal, they are typical because they passed from an identical imitation. It has already formulated its own emissions. Then they have those errors mostly of what is irregular, past present irregular conjugations. Perfect, perfect. Revita asked you why the erre is so famous, which is the most difficult letter
is the last one to be acquired. They are already called rotics, that is, they already need a lot of specificity, that is, it has to be a very fine motor to be able to do it. There is a multifactorial question that may be why the R is not said. In time.
Okay, let' s start with when it should be said, because suddenly I get the three- year consultation and it doesn' t say the R. So let us not wait, nor let us wait for it, unless it already has another condition, which we know is already going to delay the acquisition of all the sounds. Okay, okay. The R is really that we have today, about six years at the age of five is acquired
five and a half years. However, being exposed to so many languages and having different articulatory zones, the sounds in each language are said to sound because it is no longer a specific dot, that is, the r you have to raise the tongue and the dot has to play more or less. Some say it more towards the palate, some say it more toward the alveoli. So, in that area the R has to be made in Spanish, in English, which are the most frequent languages and in French in all three languages
is completely different. One is more advanced in the vibrant R, the R that would be, as in English, further back and the G is guttural. Then that suddenly causes some people confusion and so it can take longer. But by the age of six you have to say all sounds, in all positions and all combinations, no ok That is important and take it into account. Later on we will talk about how you help when you turn to what.
But at first you just solved a big doubt for us. We' re back here talking to Rebecca Zarfati and everything that has to do with children ' s language, when they' re growing up and reveca after the R that' s so famous. What complaints remain the most frequent in language therapies. Of course, I would like to emphasize an important point. One thing is language, which is the message, the idea that we give and another
thing is also the part of articulation. He talks OK that many times they tell me no, but it' s that my son doesn' t speak well, so he doesn' t have to go to therapy and complex, but nothing else is for sound. Within the ter the language therapist works the articulation part when it is only articulation, and we also work the whole part of the message. We understand by the articulation for how long you say a good, you don' t say a letter well, you miss the object
and it' s by another OK. Speaking of which, how the most common are the r we already talked about and the s the most famous OK pass. Not those are the most frequent ones. Many times they have to do with how I told them, they are multifactorial issues. It may be because there really is a problem face gold me functional. It means that some structure, called tongue, cheeks, or muscles are not having enough strength and
is compensating to do other things. OK is having a habit because maybe it ' s an oral respirator, it keeps its mouth open and the tongue has already changed its position. Or maybe it' s because it' s actually
already got something sndromic, that is, it' s a syndrome. Or it can be simple simply by an already cultural factor, because there are cultures that have or tend to produce somehow some sound or because parents or someone in the family environment are being a model and is a model with a mistake. OK, nothing more to clarify the cessation is the same as the cipizapo. Yeah, that' s two things. It' s not exactly the same.
It' s when they distort the sound, they usually substitute the sound for an interdental or a wide d, which would be a th in English and comes out the language that is a distortion, because in Spanish there are no other children who don' t even recognize or we haven' t taught
them how the sounds are produced. So, that' s why they don ' t say it, you tell her to put your tongue behind your teeth and at the time they have to plan the movement, they can' t get inside the mouth wow ok, and that' s what you need to help them. Exactly perfect we return with more and let' s keep talking now about what happens when, since you spent the six years you stayed pronouncing in a very particular way. The r the s or some letter and is
almost a characteristic of you as a person. But as far as it goes, as far as it doesn' t, and what other things retain this or complicate the process. We are back here talking about everything that has to do with language development, with Rebecasar Fati and Rebeca. I was telling you, okay, I' ve got the problem, and I don' t know if the R' s the two of us together or the other, but I already have the problem I' m doing, okay, here we
' re going to differentiate. It' s not just a problem with what I told them about pronunciation. Then I have to find a language therapist who has the credentials. Who are a human communication therapist, a lobopeda, a phonoaudiologist, a normalist, but I do go specifically to that and difference.
Please, each soft that you said look almost all are synonyms in Mexico, that is, phonoaudeology is used more towards South America Central America, it is like the counterpart, of the graduate in human communication and the language therapist. Here in Mexico, those of us who are most of the speakers are either
neurolinguistic or human communication. Ya ok, now yes, it' s that I sounded a lot he how they' re going to know dads, where to take theirs and if we already have one more problem of language delay, that' s not babbling, that' s not saying first words. I ' m not just going to say it wrong, but it' s not really developing anymore. You also have to see these specialists to see that this
does not lead to anything. Let' s say with or another condition, because it can' t be an indicator, it can just be a simple delay of language, it can be a late speaker or it can be that this is either a sign of something more complex. OK, all right. Now we have the one you said five or six years. The r must have left the cso by now. I imagine that if he was there he should have been corrected and if he wasn' t, it' s already a problem. But there' s a little guy with this thing that he
' s already playing, but he' s in ages. Let' s say there what we do, unlike the one who is forty and says I ' ve pronounced the r all my life I don' t have here several little messages that I' ve shared when we' re out of the air to go see where people walk what and then nothing happened out of what. It' s my clear personality feature. Here you have to see the implications of many of these things. Also, as I was saying, he has a cultural situation, that is, someone who says a cso here, in
Mexico it looks like a problem. But even if you have a Spanish family in Spain, you have no problem at all. It' s not to say on the contrary that you' re speaking correctly and discriminating, that is, separating well each of the sounds, then you have to see the impact that the consciousness has on the person and if it' s really affecting him in some situation. Many times it comes to me that the problem is more
of the parents. The kids haven' t even noticed. And that too if we are not aware that we change clearly, then the first thing it would be is to see the impact it has. Secondly, it would be to go to an evaluation if we decided to modify this, to make an assessment to see exactly what is the cause of this problem and to be able
to have an assertive intervention. Okay. Ok we' ve left until now, Rebecca, Rebecca to be faty for those who are connecting and we' re talking language children and so on this topic when I don' t pay more attention to the r and s but, because the rest pronounces it all well and so on and it goes on and all of a sudden not women who tell me I' m forty years old not in elementary school sent my
mom therapy. This one did not listen and today yes or without giving up the r and tell me the French girl not this when it does matter when, because it did not matter and no longer stayed as a way of talking about the person. A very important point is when literacy is being acquired, because they begin to write as they speak you make a self- addicted. So if I can' t say a sound, many times as I pronounce it, it' s how I write it, and that' s the
determining factor. I mean, I would go preemptively not get to that, because then you already have to work also learning or nothing else. This part of the language. There are other people who also impact them emotionally, then
feel different, begin to notice and begin to retreat. Nor is it leaving it there, that is, if we can give it the tools and it is a non- invasive job to allow it to come to an emotional problem, ok, but there are other people that the truth is that they were never pointed out or aware of this difficulty and that they developed and that there are so many people today that we also do not all produce exactly the same sounds. Then there are certain compensations that are heard very naturally, ok and
that do not need an intervention. Okay. Ok with what we would return in terms of what you would tell me on the line we followed. The third typical problem in relation to language is when there is already this delay, ok, and they really don' t know what they can do at home tips for tsars with a delay at home and the child pointing and pointing and everything happens and then they don' t talk anymore. Not if that' s what you have left, because you do something like that at home.
It' s time for you to pay attention. We' re back here in Chayo with you talking to Rebeccas Alfati language therapist and Rebecca said how we sometimes make things difficult at home because they either translate what they said, because they don' t understand them, and then there comes the translator or translator or points to and everything happens to her. Not what' s going on there, what do we have to do? Of course, we have three
things to consider. Not any when we' re being too translators or we ' re very directors. I have kids who haven' t even finished crying. They start in ah a gnash and the mom tells me she' s already hungry. How do you know he' s hungry? There' s not even that request. He has neither the need nor the opportunity to start then, for of course, we are very comfortable. We all love staying in the comfort zone and if I don' t need it, I won ' t. So, you said, many point and already have everything at
hand. Yeah, yeah, so, out there would be pretty important. Don' t translate or signal it' s hard. I think you have to see if you can try. We have to give him a chance. Give him the things, but don' t put them in the reach that maybe they' re a little more retired so he needs you and he says give me or I say put or I want more, don' t give him a cookie, don' t put the package in front of him and get the ones he wants. Give him one and put the package back in
place. He wants more, he' s gonna need you, and he
' s gonna have to say more. And another very important point. Not because children don' t talk, they don' t listen and sometimes we ' re stimulating less because as we think they' re not talking, because what we' re talking about, then we have to stimulate very much everything that' s going on in the present, what we' re like, what things are called, what we' re going to do so that they ' re introducing all this vocabulary into their understanding and then they can use it.
If I, every time I sit at the table, tell them this is the fork and I' ll feed you with the fork and beak in the meat with the fork. Eventually the child will say an approximation to fork, of course. But if I' m not giving you this vocabulary and I' m repeating it, I' m not integrating it. Without a doubt, language is much more than these wrong pronunciations of some lyrics people who have written to us here that my son changes his c for tea, not
that of the I don' t know what it is. Beyond that, the language is much richer not to start. Of course, language is a world, it is very complex. We need to see the part of the content, the vocabulary, that we have, how we get it back, that we can use the right word when we want to say something. Yes,
also this great morphosyntactic part. The structuring that we have to be congruent and, above all, also the being able to correctly express our messages, introduce, maintain, finish the talks in an assertive way, to have the right vocabulary. It is far beyond pronunciation alone. Without a doubt, without a doubt, again where they find you clearly that we are in Mexico City.
Center to be, to be in fifty- five, fifty- two, ninety- four, forty- seven, thirteen and fifty- five, fifty- two, ninety- four, eighty- four fifteen on social networks such as Instagram and Facebook. Arroba acer center to be like this I' m going to put them on social networks so they have it. We have to rule out a lot of impact on learning is nothing else. That'
s funny, not really. Something needs to be done about it. So I' m going to put all the data on social networks so that whoever ' s handling and so on and I can' t take them can get in touch. We' ll hear each other tomorrow. Thank you very much, Jbecca, I thank you immensely. We' ll have more language and here tomorrow, about one o' clock in the afternoon, in more chayo with you. I am chayo busquets until then Audio Center