A cognitive-linguistic approach to language development for the preschool child with hearing impairment: Implications for music therapy practice

Journal/Book: Music Therapy Perspectives. 1990; 8: 47-51.

Abstract: The 3 basic components of a cognitive-linguistic model for language rehabilitation for hearing-impaired (HI) preschoolers are discussed as they relate to music therapy practice. The components are levels of representation, levels of operation, and core content areas. Cognitive-linguistic models of language therapy focus on activities that allow meaningful interaction and learning experiences within the developmental capabilities of the child. Music therapy can offer stimuli and activities that (1) exploit the learning styles and content areas recommended in a cognitive approach, (2) provide a structured environment for social interaction and generalization of speech and language goals, and (3) provide a playful and motivating environment for learning. ABSTRACT 2: Current thoughts on language rehabilitation for hearing-impaired preschoolers emphasizes the role of cognition and social context in language development. This paper outlines the basic components of a cognitive-linguistic model for language rehabilitation: (a) levels of representation, (b) levels of operation, and (c) core content ae. Each of these components is discussed as they relate to music therapy practice.

Note: Using Smart Source Parsing relationship of music therapy to cognitive linguistic model of language rehabilitation; hearing impaired preschoolers

Keyword(s): Partially hearing impaired; music therapy; speech therapy; cognitive processes; linguistics ; preschool age children

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