The Approach of Preschool Teachers to Detect and the Preference of Nasal Breathing of Preschool Children in Regions with Objectively Favorable Air Quality

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73611846" target="_blank" >RIV/61989592:15410/21:73611846 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/SLESINGROVA2021APP" target="_blank" >https://library.iated.org/view/SLESINGROVA2021APP</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2021.1185" target="_blank" >10.21125/edulearn.2021.1185</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Approach of Preschool Teachers to Detect and the Preference of Nasal Breathing of Preschool Children in Regions with Objectively Favorable Air Quality

Popis výsledku v původním jazyce

Introduction: The paper deals with the issue of recognizability of incorrect ways of respiration in preschool children and the possibilities of early detection of the negative consequences of long-term mostly oral respiration. The consequences significantly affect not only the field of speech-language therapy, psychology or medicine, but also pedagogy and subsequent school performance of the child. Attention is paid mainly to preschool teachers and their ability to identify respiratory and speech problems in preschool children in time. The paper presents the partial research findings based on a survey of nursery school teachers in areas with objectively more favourable air quality. These results are then compared with earlier findings from areas with poorer air quality and the opportunity is provided to assess the environmental factor as a possible primary cause. Methodology: The paper presents the results of a partial research survey conducted using an online questionnaire designed for preschool teachers in selected areas (the selection criterion was more favourable air quality) from various nursery schools. The questionnaire consisted of 30 items and focused on the awareness and approach of preschool teachers to the issue of proper breathing, oral and nasal resonation balance and the possibilities of preventive action. The aim was also to find out whether preschool teachers were able to recognize speech disorders in preschool children. However, other factors were also assessed, such as the presence of a speech-language therapist in the nursery school, the association between teachers’ approaches and the length of their work experience or the evaluation of preschool teachers in terms of their cooperation with the parents and other persons involved. Results: Based on the analysis of the online questionnaire survey, the main research questions were answered, and the most dominant factors revealed. The analysis of preschool teachers’ approaches helped identify whether there were any differences between areas with worse and better air quality, whether there were any differences in the approaches between preschool teachers with longer and shorter work experience or whether preschool teachers were able to recognize resonance disorders (hyper/hypo/hyper-hyponasality) in preschool children. The questionnaire also provided an answer to the question of whether preschool teachers had enough time to focus on the issue of breathing and speech sounds in preschool children, which other speech disorders or difficulties preschool teachers usually noticed and whether preschool teachers subjectively thought that the issue was important. Conclusion: The issue of incorrect respiration is multidisciplinary with a significant overlap in the field of pedagogy, which is also confirmed by the significant influence of preschool teachers on the possibility of early recognition of emerging negative consequences in preschool children. It is the preschool teacher who can spot the problems in time and inform the parents if these problems are noticed. Therefore, it is very important to raise awareness of the issue, increase the degree of involvement of preschool teachers in prevention and raise awareness of the consequences for preschool children, emphasise what to focus on, how to recognize breathing and hyper/hyponasality (resonance disorders) in preschool children, etc. However, parents’ approaches to the recommendations of preschool teachers and the degree of their respect for the expertise and knowledge of preschool teachers are also very important.

Název v anglickém jazyce

The Approach of Preschool Teachers to Detect and the Preference of Nasal Breathing of Preschool Children in Regions with Objectively Favorable Air Quality

Popis výsledku anglicky

Introduction: The paper deals with the issue of recognizability of incorrect ways of respiration in preschool children and the possibilities of early detection of the negative consequences of long-term mostly oral respiration. The consequences significantly affect not only the field of speech-language therapy, psychology or medicine, but also pedagogy and subsequent school performance of the child. Attention is paid mainly to preschool teachers and their ability to identify respiratory and speech problems in preschool children in time. The paper presents the partial research findings based on a survey of nursery school teachers in areas with objectively more favourable air quality. These results are then compared with earlier findings from areas with poorer air quality and the opportunity is provided to assess the environmental factor as a possible primary cause. Methodology: The paper presents the results of a partial research survey conducted using an online questionnaire designed for preschool teachers in selected areas (the selection criterion was more favourable air quality) from various nursery schools. The questionnaire consisted of 30 items and focused on the awareness and approach of preschool teachers to the issue of proper breathing, oral and nasal resonation balance and the possibilities of preventive action. The aim was also to find out whether preschool teachers were able to recognize speech disorders in preschool children. However, other factors were also assessed, such as the presence of a speech-language therapist in the nursery school, the association between teachers’ approaches and the length of their work experience or the evaluation of preschool teachers in terms of their cooperation with the parents and other persons involved. Results: Based on the analysis of the online questionnaire survey, the main research questions were answered, and the most dominant factors revealed. The analysis of preschool teachers’ approaches helped identify whether there were any differences between areas with worse and better air quality, whether there were any differences in the approaches between preschool teachers with longer and shorter work experience or whether preschool teachers were able to recognize resonance disorders (hyper/hypo/hyper-hyponasality) in preschool children. The questionnaire also provided an answer to the question of whether preschool teachers had enough time to focus on the issue of breathing and speech sounds in preschool children, which other speech disorders or difficulties preschool teachers usually noticed and whether preschool teachers subjectively thought that the issue was important. Conclusion: The issue of incorrect respiration is multidisciplinary with a significant overlap in the field of pedagogy, which is also confirmed by the significant influence of preschool teachers on the possibility of early recognition of emerging negative consequences in preschool children. It is the preschool teacher who can spot the problems in time and inform the parents if these problems are noticed. Therefore, it is very important to raise awareness of the issue, increase the degree of involvement of preschool teachers in prevention and raise awareness of the consequences for preschool children, emphasise what to focus on, how to recognize breathing and hyper/hyponasality (resonance disorders) in preschool children, etc. However, parents’ approaches to the recommendations of preschool teachers and the degree of their respect for the expertise and knowledge of preschool teachers are also very important.

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

2021

Kód důvěrnosti údajů

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

Název statě ve sborníku

EDULEARN21 Proceedings

ISBN

978-84-09-31267-2

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

8

Strana od-do

5846-5853

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palma

Datum konání akce

5. 7. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—