Gestalt language processing: what is it & how can parents support their children?
Nov 16, 2023
A growing area of interest in the speech therapy profession is Gestalt language processing. Gestalt language processors are children who learn language in a way that is different from analytical language learners. Rather than learning to make sounds, then words and then sentences like analytical language learners; these children learn whole phrases first.
“For those with a psychology background, the word Gestalt is familiar, but it essentially means learning from the whole to the part. Rather than learning the word done, a Gestalt language processor might say, well done, excellent job every time they complete a task, regardless of whether the job was completed fully or not,” explains Robyn Barlow, Speech Therapist at The Bridge Assisted Learning School, part of the ADvTECH Group, SA’s leading private education provider.
“It is a type of language development that usually presents with echolalia. Echolalia is a term for sentences or phrases that are repeated, which can either be delayed or immediate. These are the children that repeat your questions back to you or repeat a line from a TV show in a sing-song manner,” she says.
“It can be frustrating when your questions are constantly said back to you by a small person. And for many it may appear that the child is unaware of what is being asked, but research has shown that is not true. As communicative partners of these children it is important to encourage communication in any form.”
Some tips for parents and teachers communicating with Gestalt language processors include:
- Acknowledge the communication, this can be through a smile or a nod but the attempt to communicate must be acknowledged.
- Model language, they have made associations to these phrases that may be tricky to decipher. For example, the child may say, “that’s a big truck” every time they see a truck. As a caregiver, modelling various sentence structures, intonation patterns and modifying the sentence is a good way to stimulate language. For example, “Is that a big truck?” or “yes, a big RED truck.”
- But sometimes, the phrase can be attached to an emotion. Determining if an emotional response is attached to a phrase can help you and the child identify big feelings and better ways to manage them.
“While we do not know what causes children to be analytic or Gestalt processors, we do know that Gestalt language processors using echolalia is a valid form of communication. Many children who are Gestalt language processors are neurodivergent and it important to learn how you can support them through neuro-diverse affirming approaches,” Barlow says.
Renie Sutherland, Principal at The Bridge Assisted Learning School Morningside campus (sister school of The Bridge Lonehill), says as is the case with all neurodiverse children, parents should seek additional assistance if they feel unsure or concerned about their child’s development.
“Sometimes neurodiverse students can’t thrive in mainstream schools, but they may also not be suited for special needs schools. Nevertheless, children with average to above average ability, whose learning is impacted by challenges such as ADHD, dyslexia, mild autism, and anxiety, or children who have been through illness or trauma which has affected their scholastic progress, as well as children who display signs of Gestalt language processing, may find the necessary support from therapy or schools that cater to neurodiverse children.”
“Gestalt language processing is not a disorder, but a different way of learning using language which can be nurtured and enhanced with the right guidance and strategies. If parents notice any signs that suggest Gestalt language processing, they may want to consult a speech-language pathologist or therapist who can assess the child’s language skills and provide appropriate intervention, support and guidance.”
Gestalt language processing is not a problem, but a potential, she says.
“Parents should therefore not be concerned or alarmed if they notice what could be Gestalt language processing in their children, as it is a natural and valid way of learning and using language. However parents can play a vital role in supporting their child’s language and holistic development, by being responsive, supportive, and collaborative with the child, their educators and other support structures.”
During the first seven foundation years, children are exposed to a multiplicity of different stimuli in their environments. While having to contend with the actions of the people around them as well as changes in their bodies as they grow, they also have to learn how to function in society, as well as how to manage their basic needs for survival. When these conditions are erratic and they receive different responses to similar situations, it may create anxiety and frustration. This is where we as parents and guardians have a decisive role to play, to guide them in their understanding of and response to the world. Creating structure by means of routines and clear expectations allows for a sense of safety in children. It provides them with a set of conditions that are predictable and leaves little room for misunderstandings and/or anxiety. By being consistent with routines, rules and responses to behaviours in all environments, children feel a sense of safety, stability and confidence, which are all essential qualities for learning and development to take place. While creating structure and consistency might not be as easy as it sounds, there are a few simple ways to create a sense of safety for children: Develop and follow routines WITH your child. Develop rules and consequences WITH your child. Follow through with consequences to breaking rules, repeatedly. Be consistent with responses to behaviours. Give praise for behaviours that are considered acceptable. Give explanations for negative responses when behaviours are unacceptable. By practising these habits together with your child, and creating psychological and emotional safety, your child will be better able to navigate unexpected challenges in their environment with resilience. This equips them to engage in developmentally appropriate learning and socio-emotional activities. At The Bridge Assisted Learning School, our smaller classes allow for teachers to create a more structured environment that includes the children, to ensure a thorough understanding of their expectations. We use variety of modalities to familiarise the children with their daily schedules, to reduce anxiety levels and inconsistencies.
In honour of Dyslexia Awareness Month in October, let's explore the fundamental concept of Phoneme-Grapheme Awareness (PGA) and its pivotal role in literacy development. Phoneme-grapheme awareness revolves around comprehending the connection between spoken sounds (phonemes) and the written symbols (graphemes) that represent them. It's the bridge that transforms spoken language into written form, laying the foundation for literacy development. To grasp this concept, let's break it down: Phonemes: These are the tiniest sound units in a language. For example, the word "cat" can be divided into three phonemes: /k/ - /æ/ - /t/. When a child can manipulate these sounds within words, it's a crucial skill for fluent reading. Graphemes: These are written symbols representing phonemes. In English, we use letters or letter combinations for this purpose. For instance, "c" represents the /k/ sound, "a" represents /æ/, and "t" represents /t/. Why is phoneme-grapheme awareness vital? Building Strong Reading Skills: Understanding the link between sounds and letters aids in word decoding, enhancing reading fluency and comprehension. Improving Spelling Proficiency: It supports accurate spelling by teaching how sounds correspond to letters. Enhancing Writing: Children can translate sounds into written words, making writing accessible. How can parents foster phoneme-grapheme awareness? Engage in Phonemic Awareness Activities: Activities like rhyming games and word segmentation build a foundation. Provide Explicit Phonics Instruction: Teach phonics rules and patterns at home. Explore Multisensory Approaches: Use tactile materials and creative methods to reinforce the connection between sounds and letters. Read Aloud: Regular reading sessions expose children to written language, reinforcing the sound-letter connection. In conclusion, phoneme-grapheme awareness is the key to unlocking literacy for children, empowering them to become confident readers and writers. Let's collaborate as parents, teachers, and therapists to build a strong foundation for literacy, one sound and one letter at a time.
Choosing the best school for your child is one of the most important decisions a parent must make. This decision, while exciting, can also be a daunting and pivotal moment for both you and your child, and is a deeply personal one. It involves the exploration of your child’s passions and potential. While academic excellence is often a significant factor in the decision-making, parents must also consider the importance of a school's values, its commitment to fostering a safe and inclusive community, and its ability to support your child's social and emotional development. The ideal school is a place where children can flourish and grow as well-rounded individuals. It is, therefore, essential to embark on this journey of choice with a clear understanding of your child's individual needs, strengths, and aspirations. And this is particularly the case for parents of neurodivergent children with unique needs. Including a child with specific educational need in a regular classroom alongside their typically developing peers, is not always the best option for every child. Parents may come to the realisation that their child would be better served in a different educational setting. If that is the case, this is a decision that requires time, research, and open communication with your child. Here are some tips for parents on dealing with this realisation and the process to follow to determine what school would suit their child: Accept Your Child's Unique Needs: Recognise that every child is unique, and what works for one child may not work for another. Accepting your child's unique needs without judgment is the first step in making the right educational choice for them. Consult with Professionals: Seek input from educational professionals, such as teachers, school counsellors, and therapists. They can provide valuable insights into your child's specific needs and help you explore a neurodiverse schooling option. Evaluate Your Child's Strengths and Challenges: Conduct a comprehensive assessment of your child's strengths, challenges, and learning style. Understanding your child's specific needs will guide your decision-making process. Visit Schools: Schedule visits to potential schools to get a feel for the environment, meet teachers, and observe classes. Pay attention to how the school accommodates children with similar needs to your child. Talk to Other Parents: Connect with other parents who have children with similar needs. They can provide valuable insights and recommendations based on their experiences. Transition Planning: If your child is currently in a traditional mainstream school, work with the school and professionals to create a transition plan that ensures a smooth move to the new educational setting. Stay Informed: Continuously educate yourself about your child's specific needs and the educational options available to them. Trust Your Instincts: Ultimately, trust your instincts as a parent. You know your child best, and your goal is to provide them with the best possible education and support. At The Bridge Assisted Learning School we follow a neurodiverse perspective that is tailored to the individual needs of each student. Our Neurodiverse approach recognises that students learn and acquire information differently and we create unique learning paths to lead our students to success, starting from Grade R to Grade 12. Remember that the decision to move away from traditional mainstreaming is not a sign of failure but rather a proactive step to ensure your child receives the education and support they need to thrive.
In the bustling world of education, school principals often stand as the unsung heroes, who are mostly out of sight while quietly steering the ship of learning toward the shores of success. These dedicated leaders play a pivotal role in shaping the future of students and schools, yet their contributions often go unnoticed. On International Teachers Day, it is therefore worth considering the important role of principals, to shine a spotlight on their invaluable contribution. First and foremost, school principals are the leaders whose vision sets the tone for the entire school community. They create an atmosphere of discipline, respect, and academic excellence. A strong principal inspires not only their staff but also the students to strive for greatness, fostering a culture of continuous learning and improvement. Principals are instrumental in the recruitment and development of educators. They seek out and hire passionate teachers who are dedicated to nurturing young minds. Furthermore, they provide ongoing support and professional development opportunities to help teachers refine their skills and stay updated with the latest educational trends. The result is a highly motivated and skilled teaching staff, directly benefiting students. These educational heroes also manage the intricate web of daily school operations. From budgeting and resource allocation to discipline and safety, principals are the glue that holds the school together. Their attention to detail ensures that the school runs efficiently and safely, allowing teachers to focus on what they do best: educating students. School principals furthermore serve as the bridge between the school and the community. They engage parents, local organisations, and stakeholders to build strong partnerships that support student success. Principals are advocates for their schools, securing the necessary resources and support to meet the unique needs of their students. In addition to their administrative duties, principals are often involved in curriculum development. They collaborate with teachers to design engaging and relevant learning experiences that cater to diverse learning styles to empower students to reach their full potential. Furthermore, school principals are champions of innovation in education. They stay abreast of emerging technologies and pedagogical approaches to enhance teaching and learning. By embracing innovation, principals inspire creativity among both students and staff members. In conclusion, school principals are the unsung heroes of education, quietly working behind the scenes to ensure that every student has access to quality education. Their visionary leadership, dedication to student success, management skills, community engagement efforts, commitment to inclusivity, involvement in curriculum development, and promotion of innovation make them indispensable figures in shaping the future of education.
Speech disorders are the most commonly treated component of Speech Therapy that we target here at The Bridge. Our children grapple with a range of speech difficulties, from a stutter/stammer, to an apraxia of speech or even common speech sound disorders. Stuttering: Stuttering is like a hiccup in the melody of speech—a momentary disruption in the fluency of speech that can impact intelligibility and confidence. Research has shown that stuttering is a complex interplay of genetic, neurological, and environmental factors. Based on the strong link to psychological and environmental factors, Speech Therapy targets those first through mindfulness techniques, pacing and confidence building. Stuttering therapy is often paired with long-term maintenance techniques and strategies for children to use in their every-day lives when they struggle. Therapy does not always resolve the stutter, but rather equips the child with overcoming the symptoms when they arise. Apraxia: Childhood apraxia of speech is one of the most commonly misdiagnosed speech sound disorders that affect children. It is easily explained as a disconnect between the brains passage of speech and the motor movements of the oral structure to form the precise movements for the speech. By understanding the neurological underpinnings of apraxia, we can empower our children with tailored and research-backed therapy techniques, learn about dynamic cueing, sound sequencing exercises, and the powerful role of family involvement in helping these young maestros compose their symphony of words. Speech Sound Disorders: Intelligible speech is vital for fluent comprehension. However, as our little ones develop their oral motor muscles and the movements required for the complex task of speech, it is common for mispronunciations to occur. Speech sound disorders impact our speech intelligibility and range from severe to not-severe. Speech sound disorders include a lisp, phonological processors such as final consonant deletions and errors in the placement or resonance of specific sounds. Speech sounds develop with age and include milestones. Speech Therapy addresses error sounds as per what is age-appropriate. Speech sound errors are commonly treated in fun and engaging activities to ensure the child’s full participation and effort. Paediatric speech disorders is not as intimidating as it may seem. Armed with knowledge, empathy, and patience, we can pave the way for our children to conquer communication challenges with confidence and support. Our goal is not simply to "fix" speech, but to empower our children to express their true selves. Together, let us champion their unique voices, celebrate their victories, and embrace the beautiful symphony of communication that unfolds within our vibrant school community. Zulaikha Goolam Speech and Language Therapist
Unravelling the Mysteries of Paediatric Speech Disorders: Stuttering, Apraxia, and Speech Sound Disorders
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