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The opinions expressed by Chayo Busquets are
supported by his extensive experience as a family

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therapist and in the previous analysis of
the cases presented here welcome, that is,

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Chayo with you. In Joya,
we start welcome. Everybody to Chayo

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With you. We are more than
ready with today' s program, a

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program that, as you know,
because I' ve been warning you on

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social networks, we' re going
to talk about language in small children today.

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He' s with us today I
saw Cazarfati. You know her,

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she' s already been with us
talking about autism and today everything that has

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to do with children. So send
your questions when language is delayed. What

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happens when you do not pronounce the
r How we favor a proper acquisition of

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language. Send all your questions,
because you' ll be here ready and

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on time to solve each of them. Well, then, let' s

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get started. Rebecca Sarfati, the
language therapist, is with us. Welcome

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rebekah. Thank you very much for
seeing to talk about the subject of language.

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There are thousands of things to ask
you and maybe I would start a

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little bit in case you could give
us a brief reference to what the natural

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evolution of language is. Even yes, Mom Dad don' t have the

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slightest idea, they' re not
theoreticians about it and what they would have

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to see to know here nothing happens. Everything is flowing well, of course,

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of course it is. I think
that is a very important point.

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The first thing we have are pioneers. Ok we have to start having some

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situations that are going to give us
the evolution of language what I mean.

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With that, when they' re
babies, they' re going to start

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seeing eye contact, they' re
going to start something that' s called

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joint attention, that you teach her, a rattle or something, and the

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baby sees it and looks at you
as saying to you, I do want

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it, no, I want it, I don' t like it.

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They begin to make intentions, as
they are nonverbal. He also begins to

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see this social response, a laugh, a cry to specific things. And

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those days are pioneers. Already when
we are speaking at an expressive level,

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we can start to see a babbling, that is, there we start to

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hear intrauterinally more or less from the
fourth meso and we start to express sounds

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about four months, three months start
to see some babbling. Little by little.

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These babblings are much more canonical,
that is, they have more syllables,

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they are more repetitive and they begin
to approach words a little more.

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First it starts out as a very
vocalist and then it' s more mom

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and suddenly it starts to get closer
to words mom, mom, it'

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s towards people dad dad and men, and that starts to do a little

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words. The first words appear at
about ten months, eleven months before the

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year. By the year and a
half, we should already have about a

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repertoire of twenty, twenty- five
words that you use and you can start

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putting them together, even if you
say them wrong. Yeah, right,

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okay, mom, water, bread
more than milk. I want more for

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the two years. It is where
the explosion of language occurs And, that

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is, of these twenty- five
thirty words, fifty words must already have

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a repertoire of fifty established and can
suddenly pass up to two thousand and five

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hundred. For the two years,
you have to make phrases, you have

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to have all this that I told
you before the joint attention, the visual

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contact, to be able to talk
to me for the three years. The

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child must already speak as an adult
will speak, i e, yes.

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He' s going to have some
mistakes in articulation and suddenly it' s

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when he shows up clearly and that' s when you start to see that

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he' s already getting away from
imitating and he' s starting to produce

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his own emissions. As I say, not out or out, these kinds

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of situations are normal, they are
typical because they passed from an identical imitation.

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It has already formulated its own emissions. Then they have those errors mostly

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of what is irregular, past present
irregular conjugations. Perfect, perfect. Revita

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asked you why the erre is so
famous, which is the most difficult letter

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is the last one to be acquired. They are already called rotics, that

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is, they already need a lot
of specificity, that is, it has

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to be a very fine motor to
be able to do it. There is

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a multifactorial question that may be why
the R is not said. In time.

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Okay, let' s start with
when it should be said, because

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suddenly I get the three- year
consultation and it doesn' t say the

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R. So let us not wait, nor let us wait for it,

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unless it already has another condition,
which we know is already going to delay

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the acquisition of all the sounds.
Okay, okay. The R is really

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that we have today, about six
years at the age of five is acquired

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five and a half years. However, being exposed to so many languages and

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having different articulatory zones, the sounds
in each language are said to sound because

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it is no longer a specific dot, that is, the r you have

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to raise the tongue and the dot
has to play more or less. Some

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say it more towards the palate,
some say it more toward the alveoli.

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So, in that area the R
has to be made in Spanish, in

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English, which are the most frequent
languages and in French in all three languages

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is completely different. One is more
advanced in the vibrant R, the R

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that would be, as in English, further back and the G is guttural.

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Then that suddenly causes some people confusion
and so it can take longer.

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But by the age of six you
have to say all sounds, in all

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positions and all combinations, no ok
That is important and take it into account.

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Later on we will talk about how
you help when you turn to what.

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But at first you just solved a
big doubt for us. We'

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re back here talking to Rebecca Zarfati
and everything that has to do with children

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' s language, when they'
re growing up and reveca after the R

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that' s so famous. What
complaints remain the most frequent in language therapies.

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Of course, I would like to
emphasize an important point. One thing

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is language, which is the message, the idea that we give and another

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thing is also the part of articulation. He talks OK that many times they

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tell me no, but it'
s that my son doesn' t speak

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well, so he doesn' t
have to go to therapy and complex,

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but nothing else is for sound.
Within the ter the language therapist works the

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articulation part when it is only articulation, and we also work the whole part

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of the message. We understand by
the articulation for how long you say a

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good, you don' t say
a letter well, you miss the object

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and it' s by another OK. Speaking of which, how the most

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common are the r we already talked
about and the s the most famous OK

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pass. Not those are the most
frequent ones. Many times they have to

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do with how I told them,
they are multifactorial issues. It may be

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because there really is a problem face
gold me functional. It means that some

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structure, called tongue, cheeks,
or muscles are not having enough strength and

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is compensating to do other things.
OK is having a habit because maybe it

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' s an oral respirator, it
keeps its mouth open and the tongue has

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already changed its position. Or maybe
it' s because it' s actually

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already got something sndromic, that is, it' s a syndrome. Or

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it can be simple simply by an
already cultural factor, because there are cultures

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that have or tend to produce somehow
some sound or because parents or someone in

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the family environment are being a model
and is a model with a mistake.

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OK, nothing more to clarify the
cessation is the same as the cipizapo.

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Yeah, that' s two things. It' s not exactly the same.

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It' s when they distort the
sound, they usually substitute the sound

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for an interdental or a wide d, which would be a th in English

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and comes out the language that is
a distortion, because in Spanish there are

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no other children who don' t
even recognize or we haven' t taught

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them how the sounds are produced.
So, that' s why they don

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' t say it, you tell
her to put your tongue behind your teeth

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and at the time they have to
plan the movement, they can' t

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get inside the mouth wow ok,
and that' s what you need to

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help them. Exactly perfect we return
with more and let' s keep talking

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now about what happens when, since
you spent the six years you stayed pronouncing

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in a very particular way. The
r the s or some letter and is

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almost a characteristic of you as a
person. But as far as it goes,

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as far as it doesn' t, and what other things retain this

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or complicate the process. We are
back here talking about everything that has to

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do with language development, with Rebecasar
Fati and Rebeca. I was telling you,

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okay, I' ve got the
problem, and I don' t

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know if the R' s the
two of us together or the other,

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but I already have the problem I' m doing, okay, here we

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' re going to differentiate. It' s not just a problem with what

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I told them about pronunciation. Then
I have to find a language therapist who

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has the credentials. Who are a
human communication therapist, a lobopeda, a

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phonoaudiologist, a normalist, but I
do go specifically to that and difference.

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Please, each soft that you said
look almost all are synonyms in Mexico,

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that is, phonoaudeology is used more
towards South America Central America, it is

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like the counterpart, of the graduate
in human communication and the language therapist.

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Here in Mexico, those of us
who are most of the speakers are either

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neurolinguistic or human communication. Ya ok, now yes, it' s that

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I sounded a lot he how they' re going to know dads, where

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to take theirs and if we already
have one more problem of language delay,

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that' s not babbling, that' s not saying first words. I

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' m not just going to say
it wrong, but it' s not

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really developing anymore. You also have
to see these specialists to see that this

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does not lead to anything. Let' s say with or another condition,

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because it can' t be an
indicator, it can just be a simple

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delay of language, it can be
a late speaker or it can be that

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this is either a sign of something
more complex. OK, all right.

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Now we have the one you said
five or six years. The r must

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have left the cso by now.
I imagine that if he was there he

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should have been corrected and if he
wasn' t, it' s already

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a problem. But there' s
a little guy with this thing that he

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' s already playing, but he' s in ages. Let' s

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say there what we do, unlike
the one who is forty and says I

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' ve pronounced the r all my
life I don' t have here several

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little messages that I' ve shared
when we' re out of the air

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to go see where people walk what
and then nothing happened out of what.

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It' s my clear personality feature. Here you have to see the implications

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of many of these things. Also, as I was saying, he has

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a cultural situation, that is,
someone who says a cso here, in

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Mexico it looks like a problem.
But even if you have a Spanish family

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in Spain, you have no problem
at all. It' s not to

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say on the contrary that you'
re speaking correctly and discriminating, that is,

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separating well each of the sounds,
then you have to see the impact

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that the consciousness has on the person
and if it' s really affecting him

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in some situation. Many times it
comes to me that the problem is more

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of the parents. The kids haven' t even noticed. And that too

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if we are not aware that we
change clearly, then the first thing it

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would be is to see the impact
it has. Secondly, it would be

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to go to an evaluation if we
decided to modify this, to make an

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assessment to see exactly what is the
cause of this problem and to be able

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to have an assertive intervention. Okay. Ok we' ve left until now,

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Rebecca, Rebecca to be faty for
those who are connecting and we'

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re talking language children and so on
this topic when I don' t pay

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more attention to the r and s
but, because the rest pronounces it all

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well and so on and it goes
on and all of a sudden not women

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who tell me I' m forty
years old not in elementary school sent my

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mom therapy. This one did not
listen and today yes or without giving up

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the r and tell me the French
girl not this when it does matter when,

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because it did not matter and no
longer stayed as a way of talking

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about the person. A very important
point is when literacy is being acquired,

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because they begin to write as they
speak you make a self- addicted.

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So if I can' t say
a sound, many times as I pronounce

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it, it' s how I
write it, and that' s the

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determining factor. I mean, I
would go preemptively not get to that,

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because then you already have to work
also learning or nothing else. This part

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of the language. There are other
people who also impact them emotionally, then

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feel different, begin to notice and
begin to retreat. Nor is it leaving

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it there, that is, if
we can give it the tools and it

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is a non- invasive job to
allow it to come to an emotional problem,

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ok, but there are other people
that the truth is that they were

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never pointed out or aware of this
difficulty and that they developed and that there

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are so many people today that we
also do not all produce exactly the same

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sounds. Then there are certain compensations
that are heard very naturally, ok and

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that do not need an intervention.
Okay. Ok with what we would return

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in terms of what you would tell
me on the line we followed. The

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third typical problem in relation to language
is when there is already this delay,

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ok, and they really don'
t know what they can do at home

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tips for tsars with a delay at
home and the child pointing and pointing and

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everything happens and then they don'
t talk anymore. Not if that'

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s what you have left, because
you do something like that at home.

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It' s time for you to
pay attention. We' re back here

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in Chayo with you talking to Rebeccas
Alfati language therapist and Rebecca said how we

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sometimes make things difficult at home because
they either translate what they said, because

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they don' t understand them,
and then there comes the translator or translator

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or points to and everything happens to
her. Not what' s going on

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there, what do we have to
do? Of course, we have three

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things to consider. Not any when
we' re being too translators or we

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' re very directors. I have
kids who haven' t even finished crying.

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They start in ah a gnash and
the mom tells me she' s

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already hungry. How do you know
he' s hungry? There' s

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not even that request. He has
neither the need nor the opportunity to start

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then, for of course, we
are very comfortable. We all love staying

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in the comfort zone and if I
don' t need it, I won

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' t. So, you said, many point and already have everything at

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hand. Yeah, yeah, so, out there would be pretty important.

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Don' t translate or signal it' s hard. I think you have

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to see if you can try.
We have to give him a chance.

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Give him the things, but don' t put them in the reach that

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maybe they' re a little more
retired so he needs you and he says

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give me or I say put or
I want more, don' t give

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him a cookie, don' t
put the package in front of him and

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get the ones he wants. Give
him one and put the package back in

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place. He wants more, he' s gonna need you, and he

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' s gonna have to say more. And another very important point. Not

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because children don' t talk,
they don' t listen and sometimes we

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' re stimulating less because as we
think they' re not talking, because

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what we' re talking about,
then we have to stimulate very much everything

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that' s going on in the
present, what we' re like,

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what things are called, what we' re going to do so that they

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' re introducing all this vocabulary into
their understanding and then they can use it.

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If I, every time I sit
at the table, tell them this

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is the fork and I' ll
feed you with the fork and beak in

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the meat with the fork. Eventually
the child will say an approximation to fork,

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of course. But if I'
m not giving you this vocabulary and

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I' m repeating it, I' m not integrating it. Without a

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doubt, language is much more than
these wrong pronunciations of some lyrics people who

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have written to us here that my
son changes his c for tea, not

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that of the I don' t
know what it is. Beyond that,

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the language is much richer not to
start. Of course, language is a

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world, it is very complex.
We need to see the part of the

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content, the vocabulary, that we
have, how we get it back,

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that we can use the right word
when we want to say something. Yes,

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also this great morphosyntactic part. The
structuring that we have to be congruent

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and, above all, also the
being able to correctly express our messages,

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introduce, maintain, finish the talks
in an assertive way, to have the

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right vocabulary. It is far beyond
pronunciation alone. Without a doubt, without

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a doubt, again where they find
you clearly that we are in Mexico City.

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Center to be, to be in
fifty- five, fifty- two,

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ninety- four, forty- seven, thirteen and fifty- five,

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fifty- two, ninety- four, eighty- four fifteen on social networks

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such as Instagram and Facebook. Arroba
acer center to be like this I'

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m going to put them on social
networks so they have it. We have

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to rule out a lot of impact
on learning is nothing else. That'

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s funny, not really. Something
needs to be done about it. So

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I' m going to put all
the data on social networks so that whoever

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' s handling and so on and
I can' t take them can get

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in touch. We' ll hear
each other tomorrow. Thank you very much,

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Jbecca, I thank you immensely.
We' ll have more language and

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here tomorrow, about one o'
clock in the afternoon, in more chayo

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with you. I am chayo busquets
until then Audio Center