Mutism
This disorder involves a lack or loss of speech expression which is not caused by organic damage to the central nervous system. The loss of the ability to communicate verbally is usually a neurotic reaction to an extra-ordinary experience, or it may be a manifestation of an acute psychotic disorder. It may arise abruptly after a severe psychological trauma, or as a reaction to overloading, an unsuitable education style or after severe stressful situations, depending on the disposition of the child (increased sensitivity). This state is then usually fostered due to an inappropriate reaction of the child’s surroundings. Mutism occurs mostly at a pre-school age, and is slightly more common in girls.
Elective mutism is characterized by a loss of the ability to speak which is bound only to a certain person or situation. It is a psychogenically conditioned disorder, which represents a certain defensive mechanism of the organism. Children with elective mutism tend to have little problem communicating in a known (safe) environment or with a person they know, but have problems communicating in a new environment or an unknown situation.
The direct causes of elective mutism are usually taken to include corporal punishment, manifestations of aggressive behavior, verbal or physical aggression between parents, ridicule and humiliation.
Apart from the basic symptoms, children with mutism more often manifest increased shyness, avoidance of social contacts, increased emotional attachment to parents, and oppositional behavior.
Support for children with impaired communication ability in kindergarten
At pre-school age, various forms of impaired communication ability may occur. If they are not treated adequately by specialists, they may have an adverse effect on the development of the child’s personality. Specialized intervention should thus be ensured in a timely manner.
What plays a very important role at this age is prevention aimed at the development of all levels of the language expression of pre-school children.
The following is recommended in order to support children with impaired communication ability in kindergarten:
• When communicating with children we do so in such a way as to be a positive role model in all the previously mentioned levels of language.
• If the child is not provided with speech therapy, we should explain to parents its importance within the child’s overall development and recommend they provide it (this applies to behavior which can no longer be considered physiological, see above).
• We must provide sufficient opportunity for the development of the abovementioned language levels among the activities in the daily schedule.
• Children with fluency disorders (namely stuttering) should be provided with emotional support. Also explain to the other children that they can help a stuttering child out by not making fun of them or insisting they answer quickly.
• For children with language comprehension impairment we should use short and unambiguous statements, which may be accompanied with a picture, photograph, demonstration or other form of visual aid.