Vecāku līdzdalība pirmsskolas vecuma bērnu vārdu krājuma paplašināšanā

2020 ◽  
pp. 171-181
Author(s):  
Māra Domiceviča ◽  
Krista Apīne
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Parental Involvement ◽  
Emotional Development ◽  
Vocabulary Development ◽  
Research Programme ◽  
Parental Knowledge ◽  
National Research Programme ◽  
The Moment ◽  
Speech And Language Development

Parental involvement in the development of the vocabulary of preschool children will improve not only their success at school, but also their cognitive and emotional development. Children start to learn language from the moment they are born and this process depends on the continued involvement of the parents. The aim of the article is to define the extent of parental knowledge and opinions regarding the development of the vocabulary and the methods that could be used to improve it. The article is based on the results of a previous study that is a part of a national research programme (“Latviešu valoda”) which focuses on the development of Latvian language in preschool children. The study used parental surveys in order to gather their opinion on the importance of their involvement in the development of preschool children’s vocabulary. The data gathered from these surveys was analysed to present statistically significant results. The information gathered from the surveys could be used to analyse if there are any issues in the parental knowledge about vocabulary development and used by teachers and education specialists to support parents in a more informed way. One of the observed effects of the surveys was an increased parental attention to the speech and vocabulary of their children which was required in order to answer the questions. Similarly, the parents noticed that some activities and processes that are related to the language development did not previously receive as much of their attention as they thought they should give. Conversations, reading and singing were considered to be the most important tools of speech and language development by the surveyed parents. Alarmingly, approximately half of the parents considered the requirements for vocabulary development to be lower than what is currently considered to be standard with a large proportion of the parents significantly underestimating these requirements. Therefore, the authors believe that parents often fail to recognise issues with their child’s vocabulary, as they lack the knowledge to properly assess the development of speech and vocabulary. The results of the study suggest that the problem of parental implication in preschool children’s vocabulary should be analysed further and extended to consider the family’s socioeconomic context.

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 Pre-schoolers’ tooth brushing behaviour and association with their oral health: a cross sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Iqra Muhammad Khan ◽  
Shani Ann Mani ◽  
Jennifer Geraldine Doss ◽  
Mahmoud Danaee ◽  
Lydia Yi Li Kong
Keyword(s):  
Preschool Children ◽  
Oral Health ◽  
Dental Caries ◽  
Parental Involvement ◽  
Cross Sectional Study ◽  
Parental Supervision ◽  
Gingival Index ◽  
Sectional Study ◽  
Cross Sectional ◽  
Plaque Score

Abstract Background Toothbrushing is an important yet neglected behaviour that affects the oral health of preschool children. Little is reported on parental supervision, an essential aspect of routine effective toothbrushing in this age group. The aim of this study was to evaluate pre-schoolers’ toothbrushing behaviour including parental involvement and its association with their oral health. Methods This was a cross-sectional study. A total of 92 preschool children (4–6 years) were invited to participate with their parents/guardians. Nine parameters of toothbrushing behaviour were assessed from parental responses (questionnaire) and observation of child and parents/guardians (video recording). Oral examination included recording plaque, gingival and dental caries indices. BORIS software was used to assess toothbrushing parameters and Smart PLS was used to perform association with a second-generation multivariate analysis to create models with and without confounding factors. Results Girls were slightly more (53%) than boys (47%). Children aged 4 years were slightly more in number (38%), followed by 6-year-olds and 5-year-olds. Nearly, 90% parents had tertiary education and 46% had more than 2 children. Differences were recorded in the reported and observed behaviour. Thirty-five percent parents/guardians reported using pea-size toothpaste amount but only 28% were observed. Forty percent reported to brush for 30 s–1 min, however 51% were observed to brush for 1–2 min. Half the children were observed to use fluoridated toothpaste (F < 1000 ppm) under parental supervision (11%). The mean (SD) plaque score reduction after toothbrushing was 10.80 (2.46), mean pre-brushing plaque score was 90.3 (10.2), mean gingival index was 0.89 (0.65) and mean dental caries status (ICDAS(1–6)) was 18.87 (12.39). Toothbrushing behaviour in terms of toothbrushing technique, duration, pattern and frequency, toothbrush type and grip type, toothpaste type and amount, post-brushing mouth rinsing and parental involvement contributed significantly to plaque score change (86%), dental caries status (73%), gingival index (66%) and pre-brushing plaque score (31%). The significant confounding variables had a small influence on oral health of preschool children. Conclusions Preschool children’s toothbrushing behaviour was inadequate while their oral health was poor, with a significant association between the two parameters.

scholarly journals Rearrangements of the Williams–Beuren syndrome locus: molecular basis and implications for speech and language development

2007 ◽  
Vol 9 (15) ◽  
pp. 1-16 ◽  
Author(s):  
Lucy R. Osborne ◽  
Carolyn B. Mervis
Keyword(s):  
Language Development ◽  
Language Impairment ◽  
Short Term Memory ◽  
Relative Strength ◽  
Genomic Rearrangements ◽  
Speech And Language ◽  
Human Speech ◽  
Hyperactivity Disorder ◽  
Low Copy Repeats ◽  
Speech And Language Development

AbstractThe Williams–Beuren syndrome (WBS) locus on human chromosome 7q11.23 is flanked by complex chromosome-specific low-copy repeats that mediate recurrent genomic rearrangements of the region. Common genomic rearrangements arise through unequal meiotic recombination and result in complex but distinct behavioural and cognitive phenotypes. Deletion of 7q11.23 results in WBS, which is characterised by mild to moderate intellectual disability or learning difficulties, with relative cognitive strengths in verbal short-term memory and in language and extreme weakness in visuospatial construction, as well as anxiety, attention-deficit hyperactivity disorder and overfriendliness. By contrast, duplication results in severely delayed speech and expressive language, with relative strength in visuospatial construction. Although deletion and duplication of the WBS region have very different effects, both cause forms of language impairment and suggest that dosage-sensitive genes within the region are important for the proper development of human speech and language. The spectrum and frequency of genomic rearrangements at 7q11.23 presents an exceptional opportunity to identify gene(s) directly involved in human speech and language development.

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