Learning Language and Speech Skills for Children Essay

November 26, 2022

Learning Language and Speech Skills for Children Essay

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Learning Language and Speech Skills for Children Essay

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Learning, Language, Speech, Skills, Children, Essay

You should write a comment, expanding, suggesting, or reflecting on what your classmate wrote about. What questions do you have? What did the post make you think of?

Music can help children learn language and speech skills? True or false?

Several media in the U.S., including the New York Times, have often published articles explaining the influence of music in childhood development. Some of these articles have revealed that music is important in strengthen parent-child relationships. Even so, some researchers say that music can also improve the language and speech skills of children with and without hearing impairments. But is music really so magical and powerful?

In 2018, an article on the New York Times says that the level of attachment between parents and children was contingent upon the practices of singing lullaby songs to children (Klass, 2018). I read that a lullaby project managed by Tiffany Ortiz proved the criticality of music in psychological development in children. Although the project limited its focus on socioemotional aspect of growth, in reality, research says that music also promotes cognitive progress by enhancing languages and speech development.

Speech and language skills are particularly crucial for promoting socioemotional and cognitive development. Children and adolescents with impaired hearing and inadequate language skills, are likely to fail in several areas of development. However, findings of research by Torppaa and Huotilainen (2019) showed that parents could use music to improve the language and speech skills of children, enabling them to operate at high levels.

These researchers performed a systematic review of past studies that have investigated the influence of music on speech development among children in their early and late development stages. Most of the reviewed articles sampled participants aged from four to eighteen. However, some studies used children as young as five months old.

Despite the differences in the participants’ ages, all studies used children with impaired hearing. The review showed that children with music hobbies or those that engaged in music training exhibited enhanced speech and language skills. The finding could motivate more parents, teachers, and speech therapists to incorporate music in their interactions with hearing-impaired children.

Findings in scientific studies, such as the one reviewed in this paper, and articles published by reliable media have shown that the role of music in childhood development is more than bonding. Parents and other caregivers have a solid foundation to support their use of music when raising children with or without hearing problems. By extending the use of music beyond the purpose of bonding, parents could boost the language and speech skills of their children, therefore, enhancing their socio emotional and cognitive development.

Music is a known ingredient for cultivating better relationships between parents and children. But many may not know, is that many scientific studies also say that music can improve children’s speech and language skills. By this fact, parents and speech therapists need to focus on music as one of the core forms to boost speech and language skills in children. With improved language skills, children would exhibit desirable good social habits, performing exceedingly in many activities of daily living.

References

Klass, P. (2018). In lullabies, a chance for parent and child to bond. The New York Times. Retrieved from https://www.nytimes.com/2018/05/07/well/family/lullabies-parents-babies-bonding-mothers-singing.html

Torppa, R., & Huotilainen, M. (2019). Why and how music can be used to rehabilitate and develop speech and language skills in hearing-impaired children. Hearing Research, 380(9), 108–122. https://doi.org/10.1016/j.heares.2019.06.003.

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Learning Language and Speech Skills for Children Essay

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.