How to help children who do not fit with: jocalics

Children returned to school. The initial “honeymoon” period not only ends, but also in the hope that the previous social behavioral difficulties that they faced last spring have disappeared by taking a summer away from the semester. Children feel again anxietySad, alone, and not connected. It’s time to help them feel better.

in Blor Porter PublishingI suggested that children’s failed attempts to communicate with others to make friendships caused by a lack of skill in using non -verbal social language. In a non -verbal language, I mean the ability to read and express feelings in facial expressions, gestures and attitudes, Personal spaceTouch, sounds.

In two other jobs, I focused on a specific Non -verbal channels for facial expressions and Personal space It showed how they made unique contributions to children’s efforts to be socially successful. This post will deal with the vocalist, and the non -verbal aspects of spoken communication, such as the stadium, tone, size and rate.

What you need to know about the singers

Instead of focusing on what children see, this post highlights communication between emotions through sounds, both when the words are not involved.

Boling turns into a few words at the end of 12 months, about 50 words by 18 months, and somewhere about 1000 are about 3 years old. The non -verbal social language also develops during this time, and becomes more complicated as well.

Words are really important, but keep in mind that by using a non -verbal social language, an intimate relationship is formed between parents and infants during the first year of life.

It is always accompanied by the use of words in social reactions. When children use sounds to convey words, they can only decorate them with non -verbal social information in their rhythm, tone, height, concentration, and very strong elements so that they can completely change the meaning of words (as in irony).

The singers also include “Interjections”, which can carry emotional messages alongside words. Although it may appear meaningless, the cleansing of the throat, the sigh, the tinnitus, and a set of other intervention operations often continues its absence trust And negativity.

“Speaking” from ridicule

The irony can be especially harmful to social interaction. The irony is when the vocalist sides are used to change the literal meaning of words. On the positive side, “I hate you!” It can be said in this way to transfer deep love and affection. However, mockery is often used as a weapon of irony for embarrassment and Bullied. “Beautiful shave!” It does not mean anything like that when it is said in a tone of sound that aims to cancel another person. Children will face a problem in dealing with mockery all the time childhood. Help them by explaining the difference between satirical and non -real estate data and using mockery slightly when interacting with them.

How important is JOCALICS?

Scientists suggest that singers may be the most important non -verbal channel for communication Passion. Research has found that greater accuracy in identifying emotions in sounds is not related not only to social success but also to a greater achievement of academic achievement.

Reading and expressing singers

Early learning of singers begins with life. During the third third of LoadBabies in the womb will respond to mothers ’sounds, but not parents or siblings. The ability to learn about mothers’ voices continues only during the first month of life. Later, other adults can learn to get attention From infants by copying the way mothers speak to them. It is called “mother”, which is the use of a slow and high -soft singing sound.

Teaching singers directly for children

Although children are born with certain innate capabilities to use their sounds and respond to the things of others, most of the vocal skills needed for successful social interaction must be learned through interactions with others and modeling the audio behavior of adults.

Unfortunately, learning the nuances of the singers in this generation of children were hindered due to the increasing time they spend on screens and the negative effects of the epidemic for two years. Social isolation. As a result, children are not good in singers as it should.

For this reason, parents and teachers should be more share more than they were to teach the basics of singers directly. Here are some tips to help you start this task. More can be found in my book Raising a socially successful child.

Tips for building the skills of the vocalist

1. Young children know about “internal” and “external” sounds. Starting at the age of 2, children can be taught to be familiar with the size of their voices and modify them to fit the situation.
2. Be aware of your voice patterns. This is important because children learn to use singers by copying what others express. Children who learn singers in families that are higher or more soft than the base, or who transport only one or two feelings, can be in a non -favorable position when interacting outside the home.
3. Save emotions when reading loudly. When reading children or making them read to you, let every opportunity to coordinate emotions associated with the words you read about. Hearing your voice that communicates with appropriate feelings will help children learn to identify those emotional messages in others, and to practice their expression of reflected feelings in what they read will help them develop expressive skills, which is a profitable situation for both sides.
4. The practice of speaking at different levels of severity. Ask children to repeat a neutral sentence (for example, “I will get out of the room now”) to express feelings at different levels of intensity.
5. Determine the emotions expressed in TV programs and other audio content. Run excerpts from a good -quality TV program (be careful of screen or zooming software) and without seeing what is going on, children are guessing the emotions that are simply transferred by listening. If they make a mistake, turn it into an educational moment by making notes on how to appear different feelings.
6. Exercising different rates of speech. Make children speak faster and slower so that they can realize how speed differences can make them feel different feelings. Ask them to determine the situations in which speaking is faster or slower appropriate.
7. Experience with emphasis on different words. Take a short sentence like “This is Mary’s Book” and ask children to confirm different words so that they can learn how to emphasize different words to change the meaning of the sentence.