Neuroscience in the learning of children with Specific Language Disorder. Linguistic levels, methodologies and evolutionary stages involved according to a sample of language specialists

Abstract

Specific Language Impairment (SLI) is a condition that affects many children during their early years, and its alarming increase is highlighting the need to find effective methodologies that promote their development and learning. The purpose of this study is to verify the usefulness and potential application of neuroscience in the learning of children with SLI, in relation to the linguistic levels, methodologies and developmental stages involved according to a sample of language specialists. Information was collected through a questionnaire consisting of open-ended and closed-ended questions, which were related to neuroscience, language development, and children with SLI. The participants recruited were professionals in psychology, speech therapy, and specialists in Auditory and Language Disorders. Language should be worked on from the earliest stages, especially the lexical and syntactic levels to encourage the ability to express oneself; it is also advisable to use active methodologies that make the child feel motivated to learn; and special attention should be paid to the developmental stage between 2 and 6 years of age. The application of neuroscience in early childhood education and speech development allows for the understanding and addressing of individual children's needs, adapting strategies and fostering effective learning.