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1

Wczesna stymulacja dzieci z podejrzeniem atypowego rozwoju mózgu. Studium przypadku

100%

Przybyla O., Stando-Pawlik M.

Logopedia Silesiana

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2013

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issue Logoepdia Silesiana nr 2

145-160

EN

The article presents and emphasises any early actions and planned activities taken to support the development of children who are in the early stages of development visible symptoms of atypical brain development (ABD). The methods and forms of early therapeutic intervention and its impact on children’s development are discussed on the selected case studies. It should be pointed out that the need for multidisciplinary diagnosis of children and then the consequences of the lack of specialised holistic therapy, which should be implemented are also indicated in the article. What is more, the article presents a proposal for “Therapeutic work program for children with ABD”, containing physical development, visual perception and spatial orientation, speech and thinking development and improvement of reading skills. The above-mentioned program is a good example of supporting the early development of children from infancy period till a primary school period.

2

Podejście interakcyjne rodzic – dziecko w terapii opóźnień rozwoju mowy

84%

Gacka E.

Logopedia

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2019

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vol. 48

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issue 1

271-285

PL

W artykule zaprezentowano podejście interakcyjne rodzic – dziecko w terapii opóźnień rozwoju mowy. Autorka zwraca uwagę na wieloznaczność terminu „opóźniony rozwój mowy”, przedstawiając własne stanowisko w tej kwestii. Dokonuje także przeglądu definicji interakcji w różnych dyscyplinach naukowych: psychologii, socjologii, logopedii. Przedstawia techniki stymulacji rozwoju językowego oparte na podejściu interakcyjnym, w którym nacisk kładzie się na komunikowanie z dzieckiem (a nie tylko mówienie do dziecka) i które w nowym świetle stawia zalecenie tzw. kąpieli słownej.

EN

The article presents a parent – child interaction approach in the therapy of delayed speech development. The author draws attention to the ambiguity of the term “delayed development of speech”, presenting her own opinion in this matter. She also reviews the definition of “interaction” in various scientific disciplines like: psychology, sociology, speech therapy. She presents techniques of stimulating language development based on an interactive approach, in which she puts pressure on communicating with the child, (and not just talking to the child) and that in a new light makes the recommendation of the so-called “verbal bath” in order to surround the child with speech.

3

Znaczenie aktywności i metod aktywizujących w edukacji zintegrowanej

67%

Dmitruk-Sierocińska K.

Edukacja Elementarna w Teorii i Praktyce

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2015

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issue 3(37)

29-40

XX

This article focuses on the role and importance of pupil activity during early childhood education, and on the use of activating methods in the educational process. The usefulness of these methods in school practice is clear, because it is widely known that learning by doing brings the best results in the first school years. By using such methods during classes, we contribute, among other things, to the independence of children as regards thinking, putting forward proposals, decision-making, planning and searching for other non-standard solutions. We provide them with a chance to deepen their knowledge, drawing on different sources of information. During their work in the classroom or in the field, pupils must sympathize and cooperate with one another, presenting their own ideas and treating the proposals of others with due respect. They cannot afford to be afraid of independence, hard and difficult work, and responsibility. This approach, based on creative activity, maximizes the opportunities for the child's development. In such a situation, the focus of the curriculum shifts to the pupil as a person. The teacher is supposed to assist the pupil by creating opportunities for gaining new experience, for commitment, for self-reflection and for preparing a plan of action. The teacher must be aware that the choice of activating methods should contribute to an increase in knowledge, skills and habits, as well as to changes (at least in a widely construed sense) to the actual personality of the pupil. Therefore, the activity and activation of pupils should be the focus for the teacher. Awareness, knowledge and commitment contribute to the perception of the pupil as a unique link, playing an active role in the implementation of tasks. The hope is that such pupils will make use of the experience gained thus during classes in their subsequent activities.

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Wczesna stymulacja dzieci z podejrzeniem atypowego rozwoju mózgu. Studium przypadku

Podejście interakcyjne rodzic – dziecko w terapii opóźnień rozwoju mowy

Znaczenie aktywności i metod aktywizujących w edukacji zintegrowanej