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joint disorders. The

dyslalia concept corresponds to the disorder in the articulation of phonemes, or missing or altered by some specific sounds or replacement of these by others unfairly. It is the inability to correctly pronounce certain phonemes or form groups of phonemes, Pascual, P., 1992: 27

The dyslalias are classified into four types:

1. Dyslalias evolution.

requirements for the articulation of the phonemes of a language are brain maturation and apparatus fonoarticulatorio. The evolutionary dyslalias disappear over time and should never be operated before the age of four, Gallardo, J. and Gallego, JL, 1993: 172.

The evolutionary dyslalia expressed at that stage of child language development in which the child is not able to repeat and imitate the words you hear, to form the acoustic-articulatory stereotypes correct articulatory if these difficulties persist beyond four or five years can be considered as pathological, Pascual, P., 1992: 28.

The evolutionary dyslalias articulatory are anomalies that occur at younger ages, characteristics of child development. After six or seven years if they continue such errors can be regarded as joint diseases, Seron, JM and Aguilar, M., 1992: 285.

2. Dyslalias functional or praxis.

The functional dyslalia praxis is a disorder caused by a malfunction of the articulatory organs, Gallardo, JR, Gallego, JL, 1993: 172.

The dyslalia functional defect in the joint development of language, abnormal function of peripheral organs in which abnormalities occur coincident with the general concept of dyslalia, without any conditions or organizational changes in the subject, but only functional disability, Pascual, P., 1992: 27.

The functional dyslalia there is no organic or physical disorder that would justify this change, but a functional disability. They argue that errors made by children persist longer than those with a normal child, Seron, JM and Aguilar, M., 1992: 286. There are four types of errors:

• Replacement. It occurs in cases where the child articulates a phoneme instead. Example; gabo by tail.

• Failure. It occurs in cases where the child does not articulate the phonemes that does not dominate. Example; gobo by balloon.

• Investment. It occurs in cases where the child can not articulate a phoneme and interspersed with other sounds. Example; palato per dish.

• Distortion. It occurs in cases where the child produces a sound of a distorted and inaccurate, usually approximate the correct phoneme.

To name the various errors that occur in dyslalias uses the Greek term "lockjaw" or "schism" in this way are classified the most common types of substitutions or distortions, Seron, J, M and M Aguilar ., 1992: 286:

• ROTATION: Defects of articulation of the phoneme / r /.

• Lambdacismo: Defects of articulation of the phoneme / l /.

• sigmatist: Defects of articulation of the phoneme / s /.

• Gammacismo: defects of articulation of phonemes / c /, / g /, / k / and / q /.

• Deltacismo: Defects of articulation of the phoneme / d / and / t /.

• Mitac: Defects of articulation of the phoneme / m /.

• Rinoartria: Defects of articulation of the phoneme / m /, / n / y / ñ /.

When phonemes are replaced by others in this case the name of the error code is accompanied by "For", eg Paralambdacismo error which is the replacement of the phoneme / l / by another phoneme.

The functional dyslalia phonological disorder is also known as the child has poor organization of its phonological system and this system, the establishment of a phonetic inventory and production rules.

3. Dyslalias audiogenic.

The audiogenic dyslalia is caused by hearing impairment. The boy or girl who can not hear either not properly structured and confuse phonemes that offer some resemblance to not having proper auditory discrimination, Gallardo, JR, Gallego, JL, 1993: 172.

The audiogenic dyslalias are joint problems caused by hearing impairment. Hearing loss hinders recognition and reproduction of sounds that are similar, the gravity will be determined by the degree of loss, Seron, JM and Aguilar, M., 1992: 289.

The development of auditory perception precise language, so to get a correct alignment is necessary to have a proper hearing, the identification of the deficit responds to the hearing to a greater or lesser degree to prevent the acquisition and development of language, learning difficulties school knowledge, affection disrupts and alters the behavior social Pascual, P., 1992: 33.

4. Dyslalias organic.

The organic dyslalia joint disorder is driven by organic causes, the disorder affects the organs of speech, or by anatomical abnormalities or birth defects and whose name is diglossia, Seron, JM and Aguilar, M., 1992: 289.

The organic dyslalia disorder is driven by organic changes, Pascual, P., 1992: 34.

functional alterations caused by lesions of the nervous system affecting speech is called dysarthria.

The problem of articulation in dysarthria is due because of a brain injury cranial nerve being damaged, resulting in paralysis or ataxia of the muscles of the phonatory organs, muscle tone will be altered as a result of brain injury manifesting hypotonia or hypertonia, there will be difficulties in moving the vocal organs in swallowing, blow and mastication.

The anarthria, is the inability to properly articulate the phonemes.

functional alterations caused by anatomical abnormalities or malformations of the organs of phonation is called diglossia.

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Dyslalias BENEFITS OF MUSIC MUSIC AND BABIES

Hearing is one of the senses that the baby is more developed at birth, so the music he loves. Born with an inner rhythm, heard the heartbeat of his mother, has seen the ups and downs of his steps, so the music connects with it from the beginning.

There are toys that music is essential and others that is a component. And all without exception, is excited and leads to their immediate reation.

This is important for intellectual development, auditory, sensory, speech and motor. This is a fundamental element in the first stage of the education system because, at this age the child begins to speak in different ways and it is able to integrate into society. The music helps to take care of himself and the environment, and to expand their world of relationships.

behavior in social, musical sounds helps children to live with colleagues and to establish a more harmonious communication. In addition to these ages, the music and rhythms love, give them emotional security and confidence, as children's songs taught to share experiences and knowledge with other children.

This type of songs is also a big boost during the literacy of young children: they are rhymed syllables and repetitive, and is accompanied by gestures that are made to sing. On the other hand increases your concentration and learning mathematics, the pace helps them internalize the abstract numerical knowledge.

also has its effect on mobility and small motor psycho. The music is stimulated body language, then put to use new resources to adapt their body movements to the rhythms of different works, thus contributing to the enhancement of rhythmic control of your body.

Ultimately, music is one of the most effective stimulus when it comes to promoting development and learning, both psychic and physical, of children.

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Music is able to arouse the interest of all children, combined with motion pictures and relaxing and therapeutic effects get very interesting for early learning.

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EARLY CHILDHOOD DEVELOPMENT PROGRAMS AND EDUCATIONAL ACTIVITIES FOR STUDENTS WITH HIGH CAPACITY

Gifted children need support and special educational programs to foster their intellectual development. Today there are many models and educational activities to assist in the education of these gifted students, which in recent years have varied according to available resources and educational priorities. Then point out

some highlights:

Acceleration:

This method involves placing the child in the grade it deserves, not by chronological age but by mental age, and can thus make higher grades or any course in college. The child accelerated course or courses, gain more time to finish before school.

Under English law, can make the acceleration of these children but in order to perform this acceleration, we must not only look at the intellectual and cognitive development but also in their psychological characteristics and social development in which the child will stay and see

will not suffer negative effects on it.

Classroom Support:

This type of educational model is made within the ordinary school and where students with high ability will be supported by specialist teachers hired by the school, which taught them a special educations tailored to their needs. This is not a modification of the curriculum but to inquire into various matters.

Regular Classroom:
This type of model is to keep these students in their classroom reference along with the rest of his teammates, which is the most common in schools.

specific groupings:

This type of education is to enroll the child in a classroom or exclusively for the gifted. In these classes the curriculum is adapted depending on the level of the students. This method has several points of view, as some believe it is positive since the considered motivating and ensure that adequate performance will encourage the child, but others consider it negative because it causes a distortion of elitism and self-concept of children.

In general, clustering is not too specific and therefore agreed to propose two alternatives as intermediate solutions

- School Satellite: Aimed at secondary school. In these schools would be grouped gifted children would attend classes one or two days a week while developing the national curriculum in a mainstream school.

- Special Lecture: This room would be placed within the mainstream school and its students develop their own curriculum depending on their characteristics.

Among the programs that exist for this type of students we found:

"EDUCATIONAL ENRICHMENT PROGRAM FOR STUDENTS WITH HIGH
skills that
THE MADRID.

This program is a measure that is offered to such students for free and voluntary, which takes place outside the school curriculum and has as main objective the deepening of certain areas of knowledge through experimentation , research and creation.
It takes place in fortnightly periods on Saturday morning and lasts for one school year where activities that complement and deepen the regular curriculum.
The program's main goals are:

- The development of divergent thinking and creativity
- Developing the skills and personality of students
- Reinforce positive strategies
relationship between equals - Getting a good team environment
- Taking
enriched learning environments - assess each other with their differences as a source of enrichment