The analysis of the occurrence of voice disorders in relation to observing the principles of voice hygiene and the age of university teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73593598" target="_blank" >RIV/61989592:15410/18:73593598 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/VITASKOVA2018ANA" target="_blank" >https://library.iated.org/view/VITASKOVA2018ANA</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2018.2753" target="_blank" >10.21125/edulearn.2018.2753</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The analysis of the occurrence of voice disorders in relation to observing the principles of voice hygiene and the age of university teachers

Popis výsledku v původním jazyce

Abstract Introduction: Regarding the growing number of children with impaired communication ability or specific learning disabilities, prevention in kindergarten is very important. Speech-language therapy (SLT) prevention focuses globally on motor, emotional, social and language skills. The target group predominantly includes children in the last year of preschool education (five and six-year-old children). They are preparing to enter primary school, and the last year of preschool education is more demanding as their performance is evaluated on a regular basis. Kindergarten teachers must select activities that develop children’s specific areas. Methodology: The aim of the paper is to evaluate the impact of group SLT prevention on the areas of the lexical-semantic language level and visual perception. The impact of therapy prevention was monitored in a group of 6 children aged five and six years. At the beginning of the programme, all children were assessed, and then they completed a five-month preventive programme. After the programme the children were re-assessed and the results were compared. The second objective of the paper is to show the possibility of incorporating the programme into usual kindergarten practices. The programme included typical children and it was 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 completion of the preventive programme, most children approached the age standard. Some children showed above-average performance in the final diagnostic test, but in some areas their performance was still below average (this mainly related to problems with identifying and creating homonyms and synonyms). Conclusion: A positive effect of the preventive programme was observed not only in vocabulary, semantics and visual perception, but also in terms of attention, work autonomy and increased self-esteem. Even after the preventive programme, children have a desire to work and would like to continue in the programme.

Název v anglickém jazyce

The analysis of the occurrence of voice disorders in relation to observing the principles of voice hygiene and the age of university teachers

Popis výsledku anglicky

Abstract Introduction: Regarding the growing number of children with impaired communication ability or specific learning disabilities, prevention in kindergarten is very important. Speech-language therapy (SLT) prevention focuses globally on motor, emotional, social and language skills. The target group predominantly includes children in the last year of preschool education (five and six-year-old children). They are preparing to enter primary school, and the last year of preschool education is more demanding as their performance is evaluated on a regular basis. Kindergarten teachers must select activities that develop children’s specific areas. Methodology: The aim of the paper is to evaluate the impact of group SLT prevention on the areas of the lexical-semantic language level and visual perception. The impact of therapy prevention was monitored in a group of 6 children aged five and six years. At the beginning of the programme, all children were assessed, and then they completed a five-month preventive programme. After the programme the children were re-assessed and the results were compared. The second objective of the paper is to show the possibility of incorporating the programme into usual kindergarten practices. The programme included typical children and it was 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 completion of the preventive programme, most children approached the age standard. Some children showed above-average performance in the final diagnostic test, but in some areas their performance was still below average (this mainly related to problems with identifying and creating homonyms and synonyms). Conclusion: A positive effect of the preventive programme was observed not only in vocabulary, semantics and visual perception, but also in terms of attention, work autonomy and increased self-esteem. Even after the preventive programme, children have a desire to work and would like to continue in the programme.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

EDULEARN18 Proceedings

ISBN

978-84-09-02709-5

ISSN

2340-1117

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

11125-11132

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palma

Datum konání akce

2. 7. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—