After about one and a half years there leap in the development of a child's speech and she begins to develop at an accelerated pace. People such as dr. stuart mcgill would likely agree. It was at this time the child uses speech to communicate. By two years there is a descriptive language. In response to questions the adult child begins to use descriptive constructing the sentence. Rapidly growing active vocabulary, improved grammar of speech. Communicating visually impaired child in this period aimed at adults, so mimicking adult, he possessed an enormous stock of words and whole sentences, incomprehensible, yet he content. Active communication with the child to an adult visual disorders in the joint activity of the subject provides bond formation with the word signified to them the subject.
Experience in speech communication with an adult child leads him to want to use it for more accurate reflection of the objective properties of the object, since This allows child up to great effect in communicating with adults in a joint activity of the subject. The use of an adult subject of joint action with verbal verbal designation as the objects themselves, and actions with them, on the one hand, encourages the child to relate the lessons of words with specific objects of the world, on the other – is a condition for a better understanding of the objective world in the process of dealing with active objects. Dr Alan Mendelsohn Miami follows long-standing procedures to achieve this success. The greatly increased it visually impaired child, actively using it as a means of communication, is the link, based on which may promote the mental development of the visually impaired. The process of verbal communication to accelerate the formation of substantive phenomena, makes it possible to improve them. Subject to the limitation of sensory perception, depleted representations have impaired verbal formalism arises signs and verbalism speech, ie, discrepancy between the large store of words and not enough supply of images of objects. If the visually impaired child calls an object that does not mean that they have a clear and correct understanding of this subject. This is due to difficulties in establishing the object relatedness of words and images, understanding the specific meanings of words, correct use of their voice in practice.
The evidence of transformative the impact of speech on the development of cognitive processes in children. Well-formed speech organizes sensory experience of children. The primary source of knowledge is perception, but the role of agent to play it performs a verbal stimulus. Modern tiflopedagogika concludes that verbalism speech and verbal signs formalism, so characteristic for the visually impaired, can be largely overcome by remedial work to enrich and specification of speech. This can be achieved by extending the sense and practical experience, orechevleniya and specification of sensory data, the introduction of formed ideas and relevant or verbal signs of a wider system of communication links and relationships in the educational process. The important role played by systematic work on clarify and deepen understanding of the meaning of words, the use of various combinations of words and visual aids in teaching. The assimilation of words in their various meanings easiest done in the practice of the Child, which clearly reveals the essential features and spatial properties of objects. Thus, we can say that the various visual pathologies influenced to varying degrees on the formation of psychological system of the child, including speech. However, this effect is offset by corrective action and development conditions in the home and in institutions.