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.

scholarly journals The role of the district pediatrician in the early diagnosis of speech developmental disorders in preschool children

2021 ◽  
Vol 66 (4) ◽  
pp. 129-134
Author(s):  
S. Ya. Volgina ◽  
A. R. Ahmetova ◽  
E. A. Nikolaeva ◽  
R. G. Gamirova ◽  
N. A. Solovyeva
Keyword(s):  
Preschool Children ◽  
Developmental Disorders ◽  
Language Disorders ◽  
Speech Disorders ◽  
Speech And Language ◽  
Leading Role ◽  
Language Development Disorders ◽  
Important Means ◽  
Speech And Language Development ◽  
Speech And Language Disorders

Speech and language are the most important means of communication between a child and the outer world. Currently in the Russian Federation there is no reliable data on the prevalence of speech and language disorders in children. According to foreign authors, speech disorders are diagnosed in 3,4–6,4% in the population of preschool children, and language disorders are diagnosed in 8–10% of cases. Early identification of the causes of speech and language development disorders in children is a complex interdisciplinary problem. The authors have developed an algorithm for diagnosing speech and language developmental disorders in preschool children, where the district pediatrician plays the leading role. It is district pediatrician who can assess the speed of the child’s speech skills development, based on age norms, analyze the history data, risk factors, carry out a physical examination of the child, develop an individual program for conducting basic laboratory and instrumental studies and consult specialists. Dynamic observation of this category of children is important.

scholarly journals Communication Development of Preschool Children with Insufficient Development of Language System

2015 ◽  
Vol 3 ◽  
pp. 24
Author(s):  
Irina Cupere
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Theoretical Aspect ◽  
Language Disorders ◽  
Communication Development ◽  
Language System ◽  
Narrative Skills ◽  
Normal Language ◽  
Development Of Language ◽  
Speech And Language Disorders

This article explores communication development of preschool children with insufficient development of the language system. Children who have speech and language disorders have problems with interaction between persons in society, because they have poor narrative skills. Theoretical aspect is analyzed about communication development differences in preschool children with normal language development and with insufficient development of the language system.

Motor performance in 5-year-old preschool children with developmental speech and language disorders

2009 ◽  
Vol 98 (8) ◽  
pp. 1334-1338 ◽  
Author(s):  
Iti Müürsepp ◽  
Jaan Ereline ◽  
Helena Gapeyeva ◽  
Mati Pääsuke
Keyword(s):  
Preschool Children ◽  
Motor Performance ◽  
Language Disorders ◽  
Speech And Language ◽  
Speech And Language Disorders

scholarly journals Humanistic approach towards education of preschool children with developmental speech and language disorders

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Voitovych Oksana ◽  
Kozliuk Olha ◽  
Kosarieva Oksana ◽  
Marchuk Galyna ◽  
Stepanova Olga
Keyword(s):  
Preschool Children ◽  
Speech Sound ◽  
Language Disorders ◽  
Speech And Language ◽  
Scientific Publications ◽  
Usual Practice ◽  
Academic Paper ◽  
Humanistic Approach ◽  
Speech And Language Disorders ◽  
Family Centered

Changing approaches towards education of preschool children with developmental speech and language disorders occurs due to systemic pressure from government policy, which includes the development of inclusive education, the promotion of multidisciplinary cooperation in the development of policies and educational practices. Differentiation, personalization and integration of children with special educational needs are trends that indicate the humanization of education. Based on the analysis of scientific publications on the issues of therapy (treatment) and education of preschool children with developmental speech and language disorders for 2000-2019, key trends in education have been identified. The academic paper summarizes the experience of involving parents in the treatment of children. The importance of increasing parents’ awareness concerning the peculiarities of children with developmental speech and language disorders has been identified. The effectiveness of family-centered practice in education compared to usual practice has been proven. It has been determined that the humanistic approach should include the principle of involvement of all subjects of education of children with developmental speech and language disorders. Family-centered practice is a form of humanistic approach to education, where there is a division of responsibilities and reducing the burden on preschool teachers in the upbringing and education of such children. The features of a humanistic approach to education determine the individual approach to therapy and education. This approach is complemented by differentiated and personalized approaches. It has been determined that home speech sound disorder treatment is effective due to the formation of the natural environment, which contributes to the formation of positive relationships between children developmental speech and language disorders and parents.

SPEECH AND LANGUAGE DISORDERS IN PRESCHOOL CHILDREN: A PREVENTIVE APPROACH

PEDIATRICS ◽  
1965 ◽  
Vol 36 (4) ◽  
pp. 637-647
Author(s):  
Gertrud L. Wyatt
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Disorder ◽  
Language Disorders ◽  
Social Adaptation ◽  
Speech And Language ◽  
Biological Time ◽  
Rapid Acquisition ◽  
Early School ◽  
Speech And Language Disorders

From 4 to 9% of elementary school children with normal to superior intelligence exhibit symptoms of developmental speech and language disorders, such as: stuttering (or stammering);* severely defective articulation in the absence of hearing loss; and finally the syndrome of multiple perceptual, motor, and language disorder. These developmental deviations or disorders interfere markedly with early school adaptation. If no adequate help is forthcoming the symptoms may increase in severity and interfere with the achievement and social adaptation of the children concerned. The sex ratio reported has been, as a rule, 75% boys to 25% girls. The importance of the preschool years for language development has been established in many studies.1, 2 McCarthy referred to the "amazingly rapid acquisition of an extremely complex system of symbolic habits by young children,"1 while Penfield and Roberts3 mentioned the "biological time table for language learning," and assumed that the most intensive learning occurs between 2 and 4 years of age. Studies in language development carried out earlier in the century were mostly normative, focusing upon the number of different sounds and words mastered by the majority of children at a given age1, 4, 5 Thus we expect the "average" child to begin using his first words between 10 and 18 months of age, to master approximately 300 words at age 2, and approximately 1,000 words at age 3. In a more recent study, Templin compared her findings concerning children's learning of consonant sounds with those of other investigators.6 The pediatrician, trying to evaluate a child's stage of language development may want to know what specific sounds a child should be able to master at what particular age.

scholarly journals The Clinical Features of Preschool Children With Speech and Language Disorder and the Role of Maternal Language

2021 ◽  
Vol 45 (1) ◽  
pp. 16-23
Author(s):  
Hyeong Seop Kim ◽  
Heesuk Shin ◽  
Chul Ho Yoon ◽  
Eun Shin Lee ◽  
Min-Kyun Oh ◽  
...  
Keyword(s):  
Preschool Children ◽  
Clinical Features ◽  
Language Disorders ◽  
Average Degree ◽  
Language Delay ◽  
Speech And Language ◽  
Social Maturity ◽  
The Social ◽  
Maternal Language ◽  
Speech And Language Disorders

Objective To retrospectively review the characteristics of preschool children with speech and language disorders to determine their clinical features and compares the average degrees of language delay based on hospital visit purposes, language developmental delay causes, and maternal language.Methods One thousand one hundred two children (832 males, 270 females) with the chief complaint of language or speech problems who underwent language assessment for the first time were included. Their medical records, including demographic data, language environments, and family history of language problems and other developmental problems, were collected. Furthermore, the results of language and developmental assessments and hearing tests were collected.Results Among the children enrolled in this study, 24% had parental problems and 9% were nurtured by their grandparents. The average degree of language delay did not differ regarding purposes of hospital visits. The average degree of language delay was greatest in children with autism spectrum disorders and least in children with mixed receptive–expressive language disorders. In children with mothers who do not speak Korean as their native language, social quotients in the social maturity scale were less than 70.Conclusion Language environment is an essential factor that may cause speech and language disorders. Moreover, maternal language seems to affect the social quotient of the social maturity scale.

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