![](\"https:\/\/prizrenpost.com\/tr\/wp-content\/uploads\/2026\/05\/1530-6.jpg\")
<\/p>\n<\/p>\n
Zhvillimi i gjuh\u00ebs varet nga d\u00ebgjimi, pjekuria neurologjike, mjedisi familjar, emocionet dhe nd\u00ebrhyrja e hershme. Njohja e shenjave n\u00eb koh\u00eb mund ta ndryshoj\u00eb rrjedh\u00ebn e zhvillimit t\u00eb f\u00ebmij\u00ebs<\/p>\n
Zyla Musliu,
\nLogopede n\u00eb Psikiatri p\u00ebr f\u00ebmij\u00eb dhe adoleshent\u00eb<\/p>\n
Prindi \u00ebsht\u00eb personi q\u00eb e njeh m\u00eb s\u00eb miri f\u00ebmij\u00ebn e vet. Ai e kupton m\u00ebnyr\u00ebn si f\u00ebmija k\u00ebrkon di\u00e7ka, si reagon ndaj z\u00ebrit, si luan, si tregon me gisht dhe si p\u00ebrpiqet t\u00eb komunikoj\u00eb edhe para se t\u00eb flas\u00eb qart\u00eb. Prandaj, prind\u00ebrit jan\u00eb shpesh t\u00eb par\u00ebt q\u00eb e v\u00ebrejn\u00eb se zhvillimi i t\u00eb folurit nuk po ec\u00ebn me ritmin e pritur.<\/p>\n
Shqet\u00ebsimi i tyre, megjithat\u00eb, shpesh zbutet nga fjali si: \u201cEdhe ai ka folur von\u00eb\u201d, \u201c\u00cbsht\u00eb djal\u00eb, prandaj flet m\u00eb von\u00eb\u201d, ose \u201cMos u shqet\u00ebso, do t\u2019i vij\u00eb vet\u00eb\u201d. Ndonj\u00ebher\u00eb kjo mund t\u00eb jet\u00eb e v\u00ebrtet\u00eb, sepse f\u00ebmij\u00ebt nuk zhvillohen t\u00eb gjith\u00eb nj\u00ebsoj. Por n\u00eb raste t\u00eb tjera, vonesa n\u00eb t\u00eb folur mund t\u00eb jet\u00eb shenja e par\u00eb e nj\u00eb v\u00ebshtir\u00ebsie n\u00eb zhvillimin gjuh\u00ebsor, d\u00ebgjimor, komunikues, emocional ose neurologjik.<\/p>\n
T\u00eb folurit nuk \u00ebsht\u00eb vet\u00ebm shqiptim fjal\u00ebsh. Ai \u00ebsht\u00eb m\u00ebnyra p\u00ebrmes s\u00eb cil\u00ebs f\u00ebmija shpreh nevojat, ndjenjat, mendimet dhe p\u00ebrvojat e tij. Gjuha \u00ebsht\u00eb themel i komunikimit, i t\u00eb m\u00ebsuarit, i loj\u00ebs dhe i marr\u00ebdh\u00ebnieve sociale.<\/p>\n
Kur zhvillimi gjuh\u00ebsor ngec, mund t\u00eb ndikohen edhe sjellja, vet\u00ebbesimi, loja me bashk\u00ebmoshatar\u00ebt dhe m\u00eb von\u00eb p\u00ebrgatitja p\u00ebr shkoll\u00eb. Prandaj, ngecja n\u00eb t\u00eb folur nuk duhet par\u00eb si problem i izoluar, por si pjes\u00eb e zhvillimit t\u00eb p\u00ebrgjithsh\u00ebm t\u00eb f\u00ebmij\u00ebs.<\/p>\n
N\u00eb muajt e par\u00eb t\u00eb jet\u00ebs, foshnja komunikon p\u00ebrmes t\u00eb qarit, tingujve spontan\u00eb, mimik\u00ebs dhe reagimeve trupore. Nga muaji i dyt\u00eb deri n\u00eb t\u00eb pestin shfaqen buz\u00ebqeshja, gukatja dhe reagimet zanore ndaj t\u00eb folurit t\u00eb prind\u00ebrve. Nga muaji i pest\u00eb deri n\u00eb t\u00eb tetin fillojn\u00eb loj\u00ebrat me tinguj dhe belb\u00ebzimet e para me rrokje, nd\u00ebrsa nga muaji i tet\u00eb deri n\u00eb t\u00eb dymb\u00ebdhjetin f\u00ebmija nis t\u00eb p\u00ebrs\u00ebris\u00eb m\u00eb me vet\u00ebdije rrokje dhe t\u00eb kuptoj\u00eb fjal\u00eb t\u00eb thjeshta.<\/p>\n
Rreth mosh\u00ebs nj\u00ebvje\u00e7are zakonisht shfaqen fjal\u00ebt e para me kuptim. N\u00eb mosh\u00ebn dyvje\u00e7are, f\u00ebmija fillon t\u00eb formoj\u00eb fjali t\u00eb thjeshta dhe zakonisht kupton m\u00eb shum\u00eb sesa mund t\u00eb shpreh\u00eb. Rreth mosh\u00ebs trevje\u00e7are kupton tregime t\u00eb shkurtra, nd\u00ebrsa nga mosha kat\u00ebr deri n\u00eb gjasht\u00eb vje\u00e7 zhvillon aft\u00ebsin\u00eb p\u00ebr t\u00eb kuptuar fjali m\u00eb t\u00eb nd\u00ebrlikuara dhe p\u00ebr t\u00eb p\u00ebrdorur struktura m\u00eb t\u00eb pasura gramatikore.<\/p>\n
N\u00ebse nj\u00eb f\u00ebmij\u00eb mes mosh\u00ebs 18 dhe 35 muaj ka fjalor shum\u00eb t\u00eb kufizuar, p\u00ebr shembull m\u00eb pak se 50 fjal\u00eb, ose n\u00eb mosh\u00ebn dyvje\u00e7are nuk arrin t\u00eb lidh\u00eb dy fjal\u00eb n\u00eb shprehje t\u00eb thjeshta, kjo \u00ebsht\u00eb shenj\u00eb q\u00eb k\u00ebrkon vler\u00ebsim profesional.<\/p>\n
Nj\u00eb dallim i r\u00ebnd\u00ebsish\u00ebm \u00ebsht\u00eb ai mes gjuh\u00ebs receptive dhe gjuh\u00ebs ekspresive. Gjuha receptive lidhet me t\u00eb kuptuarit e asaj q\u00eb d\u00ebgjon f\u00ebmija, nd\u00ebrsa gjuha ekspresive me aft\u00ebsin\u00eb p\u00ebr t\u2019u shprehur.<\/p>\n
Para se t\u00eb flas\u00eb, f\u00ebmija duhet t\u00eb filloj\u00eb ta kuptoj\u00eb gjuh\u00ebn. Ai reagon ndaj emrit, njeh sende t\u00eb p\u00ebrditshme, ndjek udh\u00ebzime t\u00eb thjeshta dhe p\u00ebrdor gjeste p\u00ebr t\u00eb komunikuar. N\u00ebse f\u00ebmija nuk kupton k\u00ebrkesa t\u00eb thjeshta, nuk tregon me gisht, nuk p\u00ebrsh\u00ebndet me dor\u00eb, nuk k\u00ebrkon me gjeste dhe nuk p\u00ebrpiqet t\u00eb ndaj\u00eb v\u00ebmendjen me t\u00eb tjer\u00ebt, kjo k\u00ebrkon v\u00ebmendje t\u00eb ve\u00e7ant\u00eb.<\/p>\n
Vonesa vet\u00ebm n\u00eb t\u00eb folur mund t\u00eb ket\u00eb ecuri m\u00eb t\u00eb mir\u00eb n\u00ebse t\u00eb kuptuarit \u00ebsht\u00eb i ruajtur. Por kur vonesa p\u00ebrfshin edhe t\u00eb kuptuarit, rreziku p\u00ebr v\u00ebshtir\u00ebsi m\u00eb t\u00eb q\u00ebndrueshme \u00ebsht\u00eb m\u00eb i madh.<\/p>\n
Gjestet jan\u00eb pjes\u00eb thelb\u00ebsore e komunikimit t\u00eb hersh\u00ebm. F\u00ebmija tregon me gisht, zgjat dor\u00ebn, ngre duart p\u00ebr t\u2019u marr\u00eb n\u00eb krah\u00eb, drejton shikimin nga objekti q\u00eb d\u00ebshiron dhe p\u00ebrdor mimik\u00ebn p\u00ebr t\u00eb komunikuar. Mungesa e k\u00ebtyre formave t\u00eb komunikimit, sidomos pas vitit t\u00eb par\u00eb t\u00eb jet\u00ebs, duhet t\u00eb merret seriozisht.<\/p>\n
Nj\u00eb tregues tjet\u00ebr \u00ebsht\u00eb p\u00ebrvet\u00ebsimi i fjal\u00ebve t\u00eb reja. N\u00ebse f\u00ebmija, muaj pas muaji, m\u00ebson fjal\u00eb t\u00eb reja, fillon t\u2019i bashkoj\u00eb ato dhe p\u00ebrpiqet t\u00eb b\u00ebj\u00eb pyetje t\u00eb thjeshta, vonesa mund t\u00eb jet\u00eb m\u00eb e leht\u00eb. Por n\u00ebse fjal\u00ebt e reja shfaqen rrall\u00eb, n\u00ebse fjalori mbetet i pandryshuar ose n\u00ebse f\u00ebmija humb fjal\u00eb q\u00eb m\u00eb par\u00eb i p\u00ebrdorte, duhet k\u00ebrkuar k\u00ebshill\u00eb profesionale.<\/p>\n
V\u00ebshtir\u00ebsit\u00eb n\u00eb t\u00eb folur mund t\u00eb shfaqen n\u00eb forma t\u00eb ndryshme. Te f\u00ebmij\u00ebt parashkollor\u00eb m\u00eb t\u00eb shpeshta jan\u00eb \u00e7rregullimet e shqiptimit, \u00e7rregullimet fonologjike, v\u00ebshtir\u00ebsit\u00eb gjuh\u00ebsore, belb\u00ebzimi, t\u00eb folurit shum\u00eb i shpejt\u00eb dhe i paqart\u00eb, si dhe \u00e7rregullimet e z\u00ebrit.<\/p>\n
\u00c7rregullimet e shqiptimit shfaqen kur f\u00ebmija l\u00eb jasht\u00eb tinguj, i z\u00ebvend\u00ebson me tinguj t\u00eb tjer\u00eb ose i shqipton n\u00eb m\u00ebnyr\u00eb jo t\u00eb sakt\u00eb. Disa gabime jan\u00eb normale n\u00eb mosha t\u00eb caktuara, por kur t\u00eb folurit mbetet i pakuptuesh\u00ebm ose gabimet vazhdojn\u00eb gjat\u00eb, nevojitet vler\u00ebsim logopedik.<\/p>\n
V\u00ebshtir\u00ebsit\u00eb gjuh\u00ebsore jan\u00eb m\u00eb t\u00eb gjera se shqiptimi. Ato lidhen me fjalorin, nd\u00ebrtimin e fjalive, kuptimin e gjuh\u00ebs, p\u00ebrdorimin e gramatik\u00ebs dhe aft\u00ebsin\u00eb p\u00ebr ta p\u00ebrdorur gjuh\u00ebn n\u00eb komunikim. Nj\u00eb f\u00ebmij\u00eb mund t\u00eb shqiptoj\u00eb disa fjal\u00eb, por t\u00eb mos arrij\u00eb t\u2019i p\u00ebrdor\u00eb n\u00eb m\u00ebnyr\u00eb funksionale.<\/p>\n
Belb\u00ebzimi shfaqet shpesh mes mosh\u00ebs dy dhe pes\u00eb vje\u00e7. Ai mund t\u00eb manifestohet me p\u00ebrs\u00ebritje t\u00eb tingujve, rrokjeve ose fjal\u00ebve, zgjatje t\u00eb tingujve, bllokime gjat\u00eb t\u00eb folurit dhe tension t\u00eb duksh\u00ebm.<\/p>\n
Te disa f\u00ebmij\u00eb mund t\u00eb jet\u00eb kalimtar, por duhet k\u00ebrkuar ndihm\u00eb n\u00ebse zgjat, n\u00ebse f\u00ebmija shmang t\u00eb folurit, n\u00ebse shfaq tension ose n\u00ebse prind\u00ebrit v\u00ebrejn\u00eb p\u00ebrkeq\u00ebsim.<\/p>\n
T\u00eb folurit shum\u00eb i shpejt\u00eb dhe i paqart\u00eb \u00ebsht\u00eb nj\u00eb tjet\u00ebr form\u00eb v\u00ebshtir\u00ebsie. F\u00ebmija mund t\u00eb \u201cg\u00eblltis\u00eb\u201d rrokje ose fjal\u00eb, t\u00eb kaloj\u00eb nga nj\u00eb mendim n\u00eb tjetrin pa rend dhe t\u00eb mos jet\u00eb i vet\u00ebdijsh\u00ebm se t\u00eb tjer\u00ebt nuk po e kuptojn\u00eb. Kjo mund t\u00eb ndikoj\u00eb n\u00eb vet\u00ebbesim, marr\u00ebdh\u00ebnie sociale dhe suksesin e m\u00ebvonsh\u00ebm n\u00eb shkoll\u00eb.<\/p>\n
F\u00ebmija m\u00ebson t\u00eb flas\u00eb duke d\u00ebgjuar. N\u00ebse nuk i d\u00ebgjon qart\u00eb tingujt, fjal\u00ebt dhe modelet gjuh\u00ebsore, mund t\u00eb ket\u00eb v\u00ebshtir\u00ebsi n\u00eb shqiptim, fjalor, kuptim dhe nd\u00ebrtim fjalish.<\/p>\n
Humbja e d\u00ebgjimit mund t\u00eb jet\u00eb e lindur ose e fituar. Edhe infeksionet e shpeshta t\u00eb veshit t\u00eb mes\u00ebm mund t\u00eb ndikojn\u00eb n\u00eb zhvillimin gjuh\u00ebsor, sidomos kur shkaktojn\u00eb grumbullim t\u00eb l\u00ebngut pas daulles s\u00eb veshit. Disa f\u00ebmij\u00eb mund t\u00eb ken\u00eb edhe v\u00ebshtir\u00ebsi n\u00eb p\u00ebrpunimin d\u00ebgjimor: d\u00ebgjojn\u00eb, por kan\u00eb problem n\u00eb dallimin e tingujve t\u00eb ngjash\u00ebm ose n\u00eb kuptimin e t\u00eb folurit n\u00eb zhurm\u00eb.<\/p>\n
Prandaj, n\u00eb \u00e7do vones\u00eb t\u00eb t\u00eb folurit, kontrolli i d\u00ebgjimit \u00ebsht\u00eb hap shum\u00eb i r\u00ebnd\u00ebsish\u00ebm.<\/p>\n
Mjedisi ku rritet f\u00ebmija ka ndikim t\u00eb madh n\u00eb zhvillimin e gjuh\u00ebs. F\u00ebmij\u00ebt q\u00eb d\u00ebgjojn\u00eb biseda, tregime, k\u00ebng\u00eb, pyetje dhe p\u00ebrgjigje kan\u00eb m\u00eb shum\u00eb mund\u00ebsi t\u00eb zhvillojn\u00eb fjalor t\u00eb pasur dhe komunikim m\u00eb t\u00eb mir\u00eb.<\/p>\n
Stimulimi verbal nuk do t\u00eb thot\u00eb ta detyrosh f\u00ebmij\u00ebn t\u00eb p\u00ebrs\u00ebris\u00eb fjal\u00eb, por t\u2019i flas\u00ebsh gjat\u00eb aktiviteteve t\u00eb p\u00ebrditshme, t\u2019i p\u00ebrshkruash \u00e7far\u00eb po ndodh, t\u2019i jap\u00ebsh koh\u00eb t\u00eb p\u00ebrgjigjet dhe ta nxit\u00ebsh pa presion.<\/p>\n
P\u00ebrdorimi i tep\u00ebrt i telefonit, tabletit ose televizorit mund ta zvog\u00ebloj\u00eb komunikimin e drejtp\u00ebrdrejt\u00eb. F\u00ebmija mund t\u00eb d\u00ebgjoj\u00eb fjal\u00eb nga ekrani, por zhvillimi gjuh\u00ebsor k\u00ebrkon kontakt me sy, p\u00ebrgjigje, loj\u00eb, pritje, nd\u00ebrrim rolesh dhe p\u00ebrfshirje emocionale.<\/p>\n
Edhe stresi, konfliktet, neglizhenca ose mungesa e siguris\u00eb emocionale mund t\u00eb ndikojn\u00eb n\u00eb t\u00eb folur. Kur f\u00ebmija nuk ndihet i sigurt dhe i d\u00ebgjuar, ai mund t\u00eb flas\u00eb m\u00eb pak, t\u00eb t\u00ebrhiqet ose t\u00eb shfaq\u00eb v\u00ebshtir\u00ebsi n\u00eb shprehje.<\/p>\n
Dygjuh\u00ebsia nuk \u00ebsht\u00eb shkak i \u00e7rregullimit<\/p>\n
Rritja n\u00eb nj\u00eb mjedis dygjuh\u00ebsh nuk shkakton \u00e7rregullime t\u00eb t\u00eb folurit. Disa f\u00ebmij\u00eb mund t\u2019i p\u00ebrziejn\u00eb gjuh\u00ebt n\u00eb fillim ose t\u00eb ken\u00eb rit\u00ebm t\u00eb ndrysh\u00ebm n\u00eb secil\u00ebn gjuh\u00eb, por kjo zakonisht \u00ebsht\u00eb pjes\u00eb normale e zhvillimit.<\/p>\n
Megjithat\u00eb, n\u00ebse f\u00ebmija ka v\u00ebshtir\u00ebsi t\u00eb dukshme n\u00eb t\u00eb dy gjuh\u00ebt, n\u00eb kuptim, fjalor dhe nd\u00ebrtim fjalish, at\u00ebher\u00eb nuk duhet t\u2019i atribuohet gjith\u00e7ka dygjuh\u00ebsis\u00eb. N\u00eb at\u00eb rast nevojitet vler\u00ebsim logopedik.<\/p>\n
Muzika dhe gjuha kan\u00eb elemente t\u00eb p\u00ebrbashk\u00ebta: ritmin, intonacionin, melodin\u00eb dhe p\u00ebrs\u00ebritjen. K\u00ebng\u00ebt, rimat dhe loj\u00ebrat ritmike i ndihmojn\u00eb f\u00ebmij\u00ebt t\u00eb dallojn\u00eb tingujt, t\u00eb mbajn\u00eb mend fjal\u00ebt dhe t\u00eb zhvillojn\u00eb vet\u00ebdijen fonologjike, e cila m\u00eb von\u00eb lidhet edhe me leximin.<\/p>\n
P\u00ebrmes k\u00ebng\u00ebve, f\u00ebmija m\u00ebson fjal\u00eb t\u00eb reja, struktura t\u00eb thjeshta gjuh\u00ebsore dhe m\u00ebnyra p\u00ebr t\u00eb shprehur emocione. P\u00ebr disa f\u00ebmij\u00eb, k\u00ebndimi mund t\u00eb jet\u00eb m\u00eb i leht\u00eb sesa t\u00eb folurit e zakonsh\u00ebm, sepse melodia ndihmon organizimin e fjal\u00ebve dhe ul tensionin.<\/p>\n
Vler\u00ebsimi logopedik fillon me bised\u00eb t\u00eb detajuar me prind\u00ebrit p\u00ebr shtatz\u00ebnin\u00eb, lindjen, zhvillimin e hersh\u00ebm, fjal\u00ebt e para, m\u00ebnyr\u00ebn si f\u00ebmija komunikon, luan dhe reagon ndaj t\u00eb tjer\u00ebve.<\/p>\n
M\u00eb pas vler\u00ebsohen shqiptimi, artikulimi, fjalori, kuptimi i gjuh\u00ebs, nd\u00ebrtimi i fjalive, p\u00ebrdorimi i gramatik\u00ebs, rrjedhshm\u00ebria e t\u00eb folurit, cil\u00ebsia e z\u00ebrit dhe p\u00ebrdorimi i gjuh\u00ebs n\u00eb komunikim social. Logopedi mund t\u00eb v\u00ebzhgoj\u00eb edhe loj\u00ebn e lir\u00eb, sepse ajo tregon shum\u00eb p\u00ebr m\u00ebnyr\u00ebn si f\u00ebmija mendon, kupton dhe nd\u00ebrvepron.<\/p>\n
N\u00ebse \u00ebsht\u00eb e nevojshme, rekomandohen teste d\u00ebgjimore, vler\u00ebsim psikologjik, neurologjik ose konsult\u00eb me specialist\u00eb t\u00eb tjer\u00eb.<\/p>\n
Pas vler\u00ebsimit, logopedi harton plan t\u00eb individualizuar. Terapia mund t\u00eb p\u00ebrfshij\u00eb ushtrime p\u00ebr shqiptim, zhvillim t\u00eb fjalorit, nd\u00ebrtim fjalish, p\u00ebrmir\u00ebsim t\u00eb kuptimit, pun\u00eb me ritmin e t\u00eb folurit, ushtrime p\u00ebr z\u00ebrin dhe k\u00ebshillim t\u00eb prind\u00ebrve.<\/p>\n
N\u00eb mosh\u00ebn parashkollore, truri i f\u00ebmij\u00ebs \u00ebsht\u00eb shum\u00eb i hapur p\u00ebr t\u00eb m\u00ebsuar dhe p\u00ebr t\u2019u p\u00ebrshtatur. Sa m\u00eb her\u00ebt t\u00eb filloj\u00eb mb\u00ebshtetja, aq m\u00eb shum\u00eb mund\u00ebsi ka f\u00ebmija t\u00eb zhvilloj\u00eb fjalorin, shqiptimin, kuptimin e gjuh\u00ebs dhe aft\u00ebsit\u00eb komunikuese.<\/p>\n
N\u00ebse v\u00ebshtir\u00ebsit\u00eb lihen pa trajtim, ato mund t\u00eb ndikojn\u00eb m\u00eb von\u00eb n\u00eb lexim, shkrim, sjellje, vet\u00ebbesim dhe marr\u00ebdh\u00ebnie sociale. F\u00ebmija q\u00eb nuk arrin t\u00eb shprehet shpesh b\u00ebhet i irrituar, i t\u00ebrhequr ose i pasigurt.<\/p>\n
Prind\u00ebrit jan\u00eb pjes\u00eb thelb\u00ebsore e procesit. Terapia nuk p\u00ebrfundon n\u00eb kabinetin e logopedit, por vazhdon n\u00eb sht\u00ebpi, n\u00eb m\u00ebnyr\u00ebn si prindi i flet f\u00ebmij\u00ebs, si e d\u00ebgjon, si e nxit dhe si i jep koh\u00eb t\u00eb p\u00ebrgjigjet.<\/p>\n
Prindi nuk duhet ta kritikoj\u00eb f\u00ebmij\u00ebn p\u00ebr gabimet, as ta detyroj\u00eb t\u00eb p\u00ebrs\u00ebris\u00eb vazhdimisht fjal\u00eb. M\u00eb e dobishme \u00ebsht\u00eb t\u2019i jap\u00eb model t\u00eb sakt\u00eb, t\u00eb flas\u00eb qart\u00eb, ta zgjeroj\u00eb at\u00eb q\u00eb f\u00ebmija thot\u00eb dhe ta inkurajoj\u00eb komunikimin pa presion.<\/p>\n
Edhe edukator\u00ebt kan\u00eb rol t\u00eb r\u00ebnd\u00ebsish\u00ebm, sepse mund t\u00eb v\u00ebrejn\u00eb si f\u00ebmija komunikon n\u00eb grup, si luan me bashk\u00ebmoshatar\u00ebt, si ndjek udh\u00ebzime dhe si shprehet n\u00eb situata sociale.<\/p>\n
Ndihma profesionale duhet k\u00ebrkuar kur f\u00ebmija nuk zhvillon fjal\u00eb t\u00eb reja, nuk lidh dy fjal\u00eb n\u00eb mosh\u00ebn e pritur, nuk kupton udh\u00ebzime t\u00eb thjeshta, nuk p\u00ebrdor gjeste, nuk reagon ndaj emrit, flet shum\u00eb pak krahasuar me bashk\u00ebmoshatar\u00ebt, belb\u00ebzon me tension, flet shum\u00eb shpejt e pakuptuesh\u00ebm, ka z\u00eb t\u00eb ngjirur p\u00ebr koh\u00eb t\u00eb gjat\u00eb ose duket se nuk d\u00ebgjon mir\u00eb.<\/p>\n
Ngecja n\u00eb t\u00eb folur te f\u00ebmij\u00ebt parashkollor\u00eb nuk duhet par\u00eb me panik, por as nuk duhet l\u00ebn\u00eb pas dore. \u00c7do f\u00ebmij\u00eb ka ritmin e vet, por \u00e7do f\u00ebmij\u00eb q\u00eb ka v\u00ebshtir\u00ebsi n\u00eb komunikim meriton t\u00eb d\u00ebgjohet, t\u00eb kuptohet dhe t\u00eb ndihmohet n\u00eb koh\u00eb.<\/p>\n
T\u00eb folurit \u00ebsht\u00eb m\u00ebnyra si f\u00ebmija lidhet me bot\u00ebn. P\u00ebrmes tij ai k\u00ebrkon, pyet, tregon, proteston, g\u00ebzohet, m\u00ebson dhe nd\u00ebrton marr\u00ebdh\u00ebnie. Prandaj, nd\u00ebrhyrja e hershme nuk \u00ebsht\u00eb vet\u00ebm trajtim i nj\u00eb v\u00ebshtir\u00ebsie gjuh\u00ebsore, por investim n\u00eb zhvillimin emocional, social dhe mendor t\u00eb f\u00ebmij\u00ebs.<\/p>\n
Kaynak: prizrenpost<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" Zhvillimi i gjuh\u00ebs varet nga d\u00ebgjimi, pjekuria neurologjike, mjedisi familjar, emocionet dhe nd\u00ebrhyrja e hershme. Njohja e shenjave n\u00eb koh\u00eb mund ta ndryshoj\u00eb rrjedh\u00ebn e zhvillimit t\u00eb f\u00ebmij\u00ebs Zyla Musliu, Logopede n\u00eb Psikiatri p\u00ebr f\u00ebmij\u00eb dhe adoleshent\u00eb Prindi \u00ebsht\u00eb personi q\u00eb e njeh m\u00eb s\u00eb miri f\u00ebmij\u00ebn e vet. Ai e kupton m\u00ebnyr\u00ebn si f\u00ebmija […]<\/p>\n","protected":false},"author":1,"featured_media":47355,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[],"class_list":["post-47354","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-saglik"],"views":4,"_links":{"self":[{"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/posts\/47354","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/comments?post=47354"}],"version-history":[{"count":1,"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/posts\/47354\/revisions"}],"predecessor-version":[{"id":47356,"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/posts\/47354\/revisions\/47356"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/media\/47355"}],"wp:attachment":[{"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/media?parent=47354"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/categories?post=47354"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/prizrenpost.com\/tr\/wp-json\/wp\/v2\/tags?post=47354"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}