Awareness and Demands of Teachers and Parents Regarding Language Development and Communication Disorders in Preschool Children

2021 ◽  
Vol 30 (4) ◽  
pp. 149-162
Author(s):  
Myoung Hee Jo ◽  
Hyo Jung Kim
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Communication Disorders ◽  
Teachers And Parents

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

scholarly journals The Caregiver Reported Autistic Symptoms in Preschool Children: Findings of Chandigarh Autism Screening Instrument (CASI) Linked Screening from North India

2020 ◽  
Author(s):  
Jaison Joseph ◽  
Komal Hooda ◽  
Indu Chauhan ◽  
Komal Dhull
Keyword(s):  
Socioeconomic Status ◽  
Preschool Children ◽  
Neurodevelopmental Disorder ◽  
Communication Disorders ◽  
Screening Instrument ◽  
Screening Tools ◽  
North India ◽  
Cutoff Score ◽  
Autism Screening ◽  
Autistic Symptoms

Abstract Background Autism is a neurodevelopmental disorder and can be early detected with the aid of screening tools. Chandigarh autism screening instrument (CASI) is a newly developed tool to screen autistic symptoms among children aged between 1.5 to 10 years in the north Indian Hindi speaking population. Objective In this study, we evaluated the caregiver report of autistic symptoms in preschool children (3–6 years) attending selected schools of Rohtak. Methods The index study was conducted among 225 caregivers of school-going children aged between 3 to 6 years. Social and communication disorders checklist (SCDC-Hindi) and CASI was used to measure autistic symptoms. The modified Kuppuswamy scale was used for assessing the socioeconomic status of the caregivers. Results The autistic symptoms varied from 2.2 to 18.7%, depending upon the CASI (cutoff score of 10) and SCDC (cutoff score of 9) measurements. The items in the shorter four-item version (CASI Bref) of CASI were found to be the predictors of autistic symptoms in this population. Children’s gender, age, and socioeconomic status were not found to have any association with autistic symptoms in this setting. Conclusion The study provides preliminary evidence in relation to the CASI-linked screening for autistic symptoms among preschool children. The shorter version of CASI (CASI Bref) can be an efficient quick screener for autistic traits, but the full version of CASI needs to be validated as per age-appropriate autism screening tools.

Assessment of Speech and Language Development in the Young Child

PEDIATRICS ◽  
1980 ◽  
Vol 66 (3) ◽  
pp. 350-354
Author(s):  
Martin Bax ◽  
Hilary Hart ◽  
Sue Jenkins
Keyword(s):  
Preschool Children ◽  
Young Child ◽  
Language Development ◽  
Behavior Problems ◽  
Expressive Language ◽  
Speech And Language ◽  
Clinical Method ◽  
Speech Therapist ◽  
Speech And Language Development ◽  
Normal Speech

A clinical method of assessing speech and language development in preschool children is described. Sixty-two 3-year-old children were assessed by a pediatrician, a speech therapist, and a psychologist. In 55 children there was agreement between all three examiners. Three children with articulation problems were rated as having normal comprehensive and expressive language by the psychologist. Three children were rated as having normal speech and language development by the pediatrician and speech therapist but delayed by the psychologist; all three had behavior problems. One further child rated as having a speech and language problem by the pediatrician was rated as normal by the speech therapist and psychologist. It is concluded that pediatricians can make reliable assessments of speech and language development.

scholarly journals Wybrane możliwości współpracy środowiska rodzinnego i przedszkolnego

2021 ◽  
pp. 257-271
Author(s):  
Maria Sobieszczyk ◽  
◽  
Katarzyna Wojciechowska ◽  
Keyword(s):  
Preschool Children ◽  
Health Education ◽  
Knowledge Acquisition ◽  
Organizational Form ◽  
Cognitive Health ◽  
Future Role ◽  
The Future ◽  
Teachers And Parents ◽  
Aesthetic Values

A kindergarten gives extensive opportunities for cooperation with parents. The article is limited to present two aspects of cooperation. One area concerns health education, which can and should combine and integrate the activities of kindergarten teachers and parents, concerning children’s knowledge acquisition and formation of health-oriented behaviour. The second area concerns preparing preschool children for the future role of a tourist. Advantages of tourism for a child’s development were presented, including trips as an organizational form of kindergarten work. In addition to evidence confirming the numerous cognitive, health, cultural, and aesthetic values of trips, the importance of cooperation between a kindergarten and parents in this regard was highlighted. The article also contains many proposals for methodological solutions for the discussed issues.

scholarly journals What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

2022 ◽  
Vol 12 (1) ◽  
pp. 52
Author(s):  
Rita Monteiro ◽  
Sandra Fernandes ◽  
Nuno Rocha
Keyword(s):  
Language Development ◽  
Screen Time ◽  
Preschool Teachers ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Time Exposure ◽  
Teachers And Parents ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.

scholarly journals Parents’ and speech and language pathologists’ attitudes toward preschool children with speech and language disorders

Logopedija ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 13-20
Author(s):  
Adinda Dulčić ◽  
Katarina Pavičić Dokoza ◽  
Koraljka Bakota ◽  
Iva Tadić
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Language Disorders ◽  
Daily Basis ◽  
Speech And Language ◽  
Speech And Language Pathologists ◽  
Speech And Language Disorders

The objective of this study was to analyze speech and language pathologists’ (SLPs) and parents’ attitudes toward the behavior of children with speech and language disorders. The research was conducted in the SUVAG Polyclinic kindergarten. Examinees were parents and speech and language pathologists who on daily basis encourage language development of twenty-two children with speech and language disorders. The study examined to what extent SLPs and parents agree in the assessment of child’s attention, impulsiveness and activity. A questionnaire developed solely for the purpose of this research was administered. It gathered information regarding child’s attention, impulsiveness and activity. Results have shown that parents and speech and language pathologists differed in their attitudes toward the behavior of children with speech and language disorders.

The Effectiveness of School-Based Computer Language Intervention With Severely Handicapped Children

1992 ◽  
Vol 23 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Teris K. Schery ◽  
Lisa C. O’Connor
Keyword(s):  
Communication Disorders ◽  
Computer Language ◽  
Handicapped Children ◽  
School Based ◽  
Severely Handicapped ◽  
Criterion Referenced ◽  
Language Measures ◽  
Teachers And Parents ◽  
Microprocessor Technology ◽  
Social Interaction Skills

Fifty-two severely handicapped children were trained on communication skills using microprocessor technology. A graduate student in Communication Disorders provided interactive supervision during the training. One-way analyses of covariance indicated positive effect for the additional computer language training when compared to regular classroom training alone. Effects were strongest on a direct criterion-referenced measure of the vocabulary taught. A cluster of more general language measures taken by the researchers, classroom teachers, and parents also indicated benefit to the computer enhancement condition. Additionally, the effect of this training was discernible on teacher and parent measures of social interaction skills.

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