THE ENVIRONMENTAL STIMULI AND THEIR RELATIONSHIP TO THE LEVEL OF LINGUISTIC DEVELOPMENT FOR MIDDLE CHILDHOOD A COMPARATIVE STUDY BETWEEN SLUM AND URBAN AREAS

Document Type : Review Article

Authors

1 Institute of environmental Studies & Research, Ain Shams University

2 Faculty of Postgraduate childhood studies, Ain Shams University.

Abstract

The study aims to attempt to discover the relationship between language development and environmental stimuli, try to identify the differences between males and females in the linguistic level of growth and its relationship to environmental Palmthirat (according to the environment to which he belongs Children (Random environment and other urban), try to identify the size of the effect of environmental stimuli on Children in the middle stage and the theoretical field, try to identify the differences between males and females in IQ and language among children of the middle stage, according to the environment to which he belongs Children (Random environment and other urban).
The researcher used a random sample consisting Ajamalihm (120) detailed (60) male and female represent the environment random too (60) male and female represents the urban environment, and the researcher used the descriptive approach Comparative The sampling based on a scale stimuli and environmental scale sub-language and form a social level and economic, which included a sample study (30) were female and 30 male in the slum areas (Imbaba) represents a random environment, and (30) of the females and 30 males in urban areas (Dokki) represents the urban environment, The search to find some of the results of the most important, there is a correlation between changers environment (family, school) and language development in children level.
The study also recommended a set of recommendations from the most important climate good prisoners who provide feel with child security, tranquility and belonging, and then bring him proper psychological development, Fimars his life normally, including the process of talking, avoid scolding the child down or punishment without justification and strengthen self-confidence and gain positive perceptions of himself to help it to speak freely and divorce without fear or threat, to encourage the child to speak in various events and in any way with the provision of models linguistic proper order Ahakiha and not Tanifa If you made a mistake, and instead of it is directed and corrected his words lightly.
 
 

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