Just yesterday, and not for the first time, Mums who are using the Method ask us such interesting questions. Here we give you a brief account of how these two aspects are present in the VICON Method and what is its importance in the Language Development in children with communication difficulties.
Motor skills of course have a direct relationship to language, How? We find a multitude of aspects related to this process. Speech difficulties are always related to cross-cutting and directly related cognitive factors that are often not taken into account.
- Attention: having the ability to redirect our attention within learning will give us the ability to develop aspects such as joint attention, discrimination of other stimuli that are presented as it develops, discrimination that can be visual, auditory or even behavioural. Concentration, This process will not appear if we do not have good skills in the previous two, and it is strictly necessary to develop something as difficult as consistent language ability.
- ExcitementHow can emotion have anything to do with language, with its mechanics, and its learning? In VICON Method we never forget emotion as a learning principle. All of our emotional and sensory principles are in our learning".BODY\". The body and everything that has to do with the motor relationship, with our "container", our self-knowledge and self-awareness. The body is the instrument par excellence for the development of communication. It is our first object and is our first objective. By connecting with this first, highly complex and highly functional object, we have at our fingertips the greatest learning tool, capability and functionality there is.
- Imitation: We are not only talking about motor skills, but we are also touching the motor imitation skillsIn a changing, often fast-paced and competitive social world, it is necessary to be able to be as good as others. In an ever-changing, often fast-paced and competitive social world, it is necessary to be active agent of this environment in order to be able not only to survive it, but to make the most of it in our own.
- Autonomy: Autonomy is an essential process and the ultimate goal of the language. Here we play with two aspects the first of which is purely 1/pedagogicalWe are looking for a spontaneous, functional language that has the ability to develop on its own, that we don't have to teach everything but that it acquires the ability to develop itself. skills to be autonomous in all language dimensions which are of course based on more complex cognitive skills, even though they are more basic because of the difficulty they present for their stimulation. The other aspect is the ultimate aim of all this reflection, 2/self-sufficiencyThe presence of language, self-esteem and personal development is what gives us the presence of language, communication and, in short, socialisation.
To this end VICON Method presents a large battery of Videos to work on psychomotor skills from aspects such as...
1. Eye contact: The look
2. The Signage
3. Permanence of the object (Motor search for the hidden object)
4. Functional manipulation of objects
5. Práxias (Blow, Mouth, Tongue...)
6. Psychomotricity thicknessa (arms, head, foot, leg, etc.) and fine (hands, plasticine...)
7. Bimodal language which can have no other basis than the pure motor imitation of communication signs throughout the Method.
And of course we can't forget to talk about our Singing games: Music created with signed choreography to mobilise all that is sensory that accompanies communication as a first step in the development of language and its later complexification.
At VICON Method we are very clear about all these aspects and how they are present in the language developmentIn our view, we tend to the development of skills as a principle for the social development of the individualand we aim to be a a global method that pushes the person and not only his or her language as a mechanical system isolated from all cognitive, emotional and social factors.
Cristina Oroz Bajo
Language development programme for children with autism