The Influence of Group Speech-language Therapy Prevention in Kindergarten on Vocabulary and Visual Perception

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73593379" target="_blank" >RIV/61989592:15410/18:73593379 - isvavai.cz</a>

Result on the web

<a href="http://dx.doi.org/10.21125/iceri.2018.2475" target="_blank" >http://dx.doi.org/10.21125/iceri.2018.2475</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2018.2475" target="_blank" >10.21125/iceri.2018.2475</a>

Result language

angličtina

Original language name

The Influence of Group Speech-language Therapy Prevention in Kindergarten on Vocabulary and Visual Perception

Original language description

Introduction: Due to the growing number of children with impaired communication ability or specific learning disabilities, the prevention at the kindergartens is very important. Speech-language therapy prevention focuses globally on motor, emotional, social and language skills. The target group is predominantly children in the last year of pre-school education (five and six-year-olds). They are preparing to enter primary school, and the last year of pre-school education is more demanding as their performance is regularly evaluated. The teachers must select activities that will develop individual areas. Methodology: The aim of the paper is to evaluate the impact of group speech-language prevention on the areas of lexical-semantic language level and visual perception. The impact of prevention was monitored in a group of 6 children aged 5 and 6 years. At the start of the program, all children were assessed, and then completed a five-month preventive program. After completing the program, the children were again re-assessed and the results were compared. The second objective of the contribution is to show the possibility of incorporating the program into the normal kindergarten regime. Typical children were included in the program and we assumed that the results of their tests would match the age average. Results: Nearly all children showed at least moderate difficulties in the areas surveyed. After completing the preventive program, most children approached the age standard. Some children have performed above-average performance in output diagnostics, but in some areas children&apos;s performances are still below average (mostly problems with identifying and creating homonyms and synonyms). Conclusion: We note the positive transfer of the preventive program not only in lexicon, semantics and visual perception, but also in terms of attention, work autonomy and increased self-esteem. Even after the preventive program, children have a desire to work and would welcome a continuation.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50302 - Education, special (to gifted persons, those with learning disabilities)

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

ICERI2018 Proceedings

ISBN

978-84-09-05948-5

ISSN

2340-1095

e-ISSN

neuvedeno

Number of pages

11

Pages from-to

6267-6277

Publisher name

International Association of Technology, Education and Development (IATED)

Place of publication

Madrid

Event location

Seville

Event date

Nov 12, 2018

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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