This document summarizes the effects of sensory-neural hearing deprivation on young children's language development. It discusses the parts of the nervous system involved in hearing and language, including the outer, middle, and inner ear. It describes how sensorineural hearing loss, which damages the inner ear or auditory pathways, can negatively impact a child's ability to learn sounds and language through hearing. This can inhibit the production of new neural connections needed for speech. The course helped the author better analyze child development and language acquisition, which will benefit their work as an early childhood educator and instructor by providing guidelines for effective intervention.

1. Understanding the Brain: The Neurobiology of Everyday Life
Final Project: Peer-graded Assignment
By: Clara Herrera
June 20, 2020
The Effects of Sensory-neural Hearing Deprivation on Young Children's Language Development
Introduction
The Effects of Sensory-neural Hearing Deprivation on Young Children's Language Development
En mi carrera como educadora e instructora de maestros de educación temprana, siempre he
estado interesada en aprender más acerca de como el desarrollo de la audición impacta el
desarrollo del lenguaje en los niños pequeños. Quisiera comprender mejor los problemas que
enfrentan los niños que padecen pérdida auditiva, como esta puede afectar su lenguaje. Como
una deficiencia del oído puede prevenir la entada de la información auditiva llega al cerebro.
En este corto ensayo, presento las partes del sistema nervioso que están activas en la audición y
el lenguaje, las funciones del sistema nervioso que están aparente impedidas y que afectan el
desarrollo del oído y el habla, y como este curso me ha permitido analizar de mejor manera el
fenómeno de acerca del oído y desarrollo del habla en niños pequeños.
Parts of the nervous system involved in hearing and language
The human auditory system is a bilateral system located in the temporal lobes at the base of the
skull. Both ears are located between the temporal bones, which are very strong and these
together make up the auditory system that at the same time is divided into three parts which
specific function: 1) The outer ear or external ear is made up of the pinna, the external ear canal
that ends at the eardrum. The eardrum vibrates and transmits the vibrations to the middle ear. 2)
The middle ear in which there are three auditory ossicles: the malleus, incus and stapes, these
together with the eardrum fulfill the function of transforming the acoustic vibration of the sound
wave into mechanical vibration and transmitting it to the inner ear. 3) The inner ear, here is the
cochlea which is divided into three compartments: the vestibular canal, the cochlear canal, and
the tympanic canal. It is in the inner ear that the auditory nerve sends electrical signals to the
brain. When this electrical signal reaches the brain, it is translated into meaningful sound.

2. Functions of the nervous system that are impaired in Hearing affecting language development.
When there is a damage located in the inner ear, it is called sensorineural hearing loss. They are
the result of a malfunction of the cochlea (sensory) or the auditory pathways that reach the brain
and are often congenital, that is, from birth. They can develop because of constant exposure to
loud music or noise, or exposure to medications that can affect hearing. Sensorineural hearing
loss is permanent and cannot be treated with medicine or surgery. In most cases, both hearing
aids and cochlear implants can be helpful.
Hearing loss can negatively affect a child's ability to learn through hearing. A slight hearing
defect can be dangerous to the infant, as the baby learns sounds and then repeats them the way he
hears them. Evidence of possible hearing loss may be delayed language and speech development.
This can also affect the child’s social interactions as the child may not identify the presence of
someone or something outside his or her visual field, may not react to loud or loud sounds, and
may not respond to normal speech. This will result in the child not being able to repeat sounds
and the acoustic-phonological components of speech. This in turn will prevent the production of
new neural connections. Children with Children with Sensorineural Hearing Loss will be more
likely to show difficulties in learning to understand others when they speak, and will in turn be
unable to speak for themselves.
Ways this course has allowed me to better analyze the events and phenomena around me.
This course Understanding the Brain: Neurobiology of Everyday Life has provided me with
more information related brain development and I feel it will benefit my practice. I believe that
this knowledge based on the most recent studies gives me the guidelines to be more effective
when working with young children and helping them in their development of speech and
language. I understand that as an educator I must be careful to observe young children carefully
to take the necessary steps so that they have the necessary intervention, resources and support on
time. Overall, this curse has improved my career as an early childhood educator and early care
education teacher’s instructor. I think this knowledge would give me guidelines for being more
effective in working with young children and helping them in their speech and language
development.

3. References
American Academy of Audiology, Position Statement: (Central) Auditory Processing
Disorders—The Role of the Audiologist, Working Group on Auditory Processing Disorders
(2005).
American Academy of Audiology Clinical Practice Guidelines: Diagnosis, Treatment and
Management of Children and Adults with Central Auditory Processing Disorder. (2010)
American Medical Association, Spoken Language Development in Children Following Cochlear
Implantation (2010)
The University of Chicago, Understanding the Brain: Neurobiology of Everyday Life.