Prevention of Speech and Language Disorders in Preschool Children

• Authors: Sarmite Tubele
• Languages of publication: EN

Abstracts

EN

Article "Prevention of Speech and Language Disorders in Preschool Children" is devoted to reveal content and directions of the work with preschool children in the so called group of risk. Speech and language pathologists are working with children in Latvia mostly starting at the age of 5, but sometimes time is lost and specific problems are present. There are specialists of early intervention but their activities are not obligatory and mostly they are available in private kindergartens or in developmental centres. It is necessary to speak about prevention because this issue is as a topic in many countries in Europe and in the whole world, but there are no many countries where it is determined by legal acts. Speech and language pathologists are speaking about three levels of prevention: primary, secondary and tertiary, where each level has its main goals and objectives. When speaking about preschool children at the age of three, mostly it is the primary prevention which should be organized and carried out.There are statements about the categories of children which are included in the so called group of risk and what are duties of preschool teachers to help speech and language pathologist to think about children and to carry out some specific activities such as articulation exercises, breathing and blowing exercises, exercises to activate movements of fingers and tasks to promote phonological awareness. Physical impairments such as cleft lip, cleft palate and tongue-tie are not described in this context because in this case intensive speech therapy is needed.The aim of the study is to give a theoretical framework of content and tasks of prevention of speech and language disorders in preschool children.Methods include an analysis of theoretical literature.Although many articulation errors are developmental in nature, some are related to phonological processing disorders. Children with these disorders are at a very high risk for later learning disabilities (problems in reading and writing) and therefore should be taken into account and treated as early as possible.

Keywords

EN

prevention; speech and language disorders; preschool children; group of risk; intervention

• Publisher: Sciendo
• Journal: Ad verba liberorum
• Year: 2011
• Volume: 3
• Issue: 1
• Pages: 19-31

Dates

published

2011-12-01

online

2012-08-21

Contributors

author

Sarmite Tubele

• Faculty of Education, Psychology and Art, Riga Teacher Training and Educational Management Academy University of Latvia, Latvia

References

• Adams, M. J. (1995) Beginning to Read: Thinking and Learning About Print. Massachusetts: A Bradford Book, 494 pp.
• Anspoka, Z. (2008) Latviešu valodas didaktika. 1.-4. klase. [Didactics of Latvian Language. 1st-4th class]. Rīga: RaKa, 474 lpp. (in Latvian).
• Bakanova, O. (2010) Skaņu izrunas traucējumu profilakse vidējā pirmsskolas vecuma bērniem: Diplomdarbs. [Sound pronunciation disorder prevention on middle and preschool age children: Diploma]. Rīga: Latvijas Universitāte, 108 lpp. (in Latvian).
• Blakemore, S.-J., Frith, U. (2005) The Learning Brain: Lessons for Education. United Kingdom: Blackwell Publishing, 216 pp.
• Brooks, R., Goldstein, S. (2007) Das Resilienz-Buch: Wie Eltern ihre Kinder fürs Leben Stärken. Stuttgart: Klett-Cota, 376 S.
• Definition of Prevention [skatīts 09.06.2011], pieejams:
• Laganovska, E. (2011) Drāmas elementu izmantošana fonemātiskās uztveres traucējumu mazināšanā 5-6 gadīgiem bērniem: Magistra darbs. [Usage of drama elements in phonematic perceptual distortions to 5-6 year old childrens: Master's work]. Rīga: Latvijas Unversitāte, 81 lpp. (in Latvian).
• Leimane, J. (2007) Sākotnējā vārdu krājuma veidošana bērniem ar valodas sistēmas nepietiekamu attīstību trešajā dzīves gadā: Diplomdarbs. [Building the initial vocabulary for children with underdevelopment of language-development system in the third year of life: Diploma]. Rīga: Latvijas Universitāte, 47 lpp. (in Latvian).
• Ļaksa, A. (2009) Didaktiskā materiāla izmantošana vārdu krājuma aktivizēšanai jaunākā pirmsskolas vecuma bērniem: Magistra darbs. [Usage of didactics material to activate preschool age children vocabulary: Masters Thesis]. Rīga: Latvijas Universitāte, 80 lpp. (in Latvian).
• Markus, D. (2003) Bērna valoda: no pirmā kliedziena līdz pasakai. [Children language from first scream till the fairytale]. Rīga: Rasa ABC, 143 lpp. (in Latvian).
• Mežule, A. (2010) Pirmsskolas skolotāja darbība vārdu krājuma paplašināšanā 4-5 gadus veciem bērniem: Magistra darbs. [Preschool teacher's action to expand 4-5 years age children vocabulary: Master Thesis]. Rīga: Latvijas Universitāte, 98 lpp. (in Latvian).
• Petrakova, T. (2009) Pirmsskolas skolotāja darbība runas traucējumu mazināšanā pirmsskolas vecuma bērniem 3-5 gadu vecumā: Magistra darbs. [Preschool teacher speech disorder reduction activities for preschool children 3 - 5 year olds: Master's work]. Rīga: Latvijas Universitāte, 88 lpp. (in Latvian).
• Miltiņa, I. (2005) Skaņu izrunas traucējumi. [Disorder of sound pronunciation]. Rīga: RaKa, 251 lpp. (in Latvian).
• Miltiņa, I. (2008) Skolotāja logopēda darba mape. [Teacher's speech therapist working folder]. Rīga: RaKa, 302 lpp. (in Latvian).
• Rūķe-Draviņa, V. (1992) No 5 mēnešiem līdz 5 gadiem. [From 5 months to 5 years]. Rīga: Zvaigzne, 415 lpp. (in Latvian).
• Tūbele, S. (2008) Disleksija vai lasīšanas traucējumi. [Dyslexia or reading disorder]. Rīga: RaKa, 161 lpp. (in Latvian).
• Tūbele, S. (2002) Skolēna runas attīstības vērtēšana. [The assessement of student's speech development]. Rīga: RaKa, 165 lpp. (in Latvian).
• Александрова, Т. (2005) Живые звуки или Фонетика для дошкольников. [Live sounds or phoneticsfor preschoolers].Санкт -Петербург: Детство-пресс, 48 с. (in Russian).
• Волкова, Л. С. (2006) Логопедия. Москва: Владос, 704 с. (in Russian).
• Выготский, Л. С. (2003) Основы дефектологии. [Fundamentals ofdefectology.].Санкт- Петербург: Лань, 656с.(in Russian).
• Лангмейер, И., Матейчек, 3. (1984) Психическая депривация в детскомвозрасте. [Psychologicaldeprivation in childhood].Прага: Авиценнум, Медицинское издательство, 334с.(in Russian).
• Сохин, В. (ред.) (1979) Развитие речи детей дошкольного возраста. [Speech development ofpreschool children].Москва: Просвещение, 223 с. (in Russian).
• Фомичева, М. (1989) Воспитание у детей правильного звукопроизношения: Практикум по логопедии. [Educating thechildren correct sound pronunciation: Workshop on speech therapy]. Москва: Просвещение, 239 с. (in Russian).

Identifiers

DOI

10.2478/v10196-011-0023-0