Barthelemy P
Centre Comprendre et Parler, Bruxelles, Belgique.
Rev Laryngol Otol Rhinol (Bord). 1996;117(4):277-83.
The child does not learn to speak, but appropriates speech and language. We, the professionals, set up artificial scenes, moving one or another of their parts, in order to put the child-in appropriate conditions or to induce one behaviour rather than another. It is through interactions between grown-up and baby that natural processes of language appropriation and though development fall into place. The different areas of child development are not partitioned, and interactions can be observed between motor, cognitive and linguistic development. The child's motor or psychomotor behaviour may sometimes be the expression of well-being, of feeling unwell, of a request, of a desire. Even with the average child, it is not always easy to decode these signals. With the deaf child, adults are sometimes so concerned with linguistics and audition that motor expressions tend to be assigned a lesser role. However, by observing the child as a whole, our actions can become more adequate and better targeted.
儿童并非学习说话，而是运用言语和语言。我们专业人士设置人为场景，移动其中的某些部分，以便为儿童创造适当的条件，或诱导其做出某种而非另一种行为。正是通过成人与婴儿之间的互动，语言运用和思维发展的自然过程才得以实现。儿童发展的不同领域并非相互隔离的，运动、认知和语言发展之间可以观察到相互作用。儿童的运动或心理运动行为有时可能是其感觉良好、不适、有需求或欲望的表现。即便对于普通儿童，解读这些信号也并非总是易事。对于失聪儿童，成人有时过于关注语言和听力，以至于运动表达往往被赋予较小的作用。然而，通过全面观察儿童，我们的行动可以变得更加恰当且目标更明确。
