Title Prilagodba didaktičko - metodičkog pristupa djeci s glasovno - jezično - govornim teškoćama u dječjim vrtićima Title (english) Adjustment of didactic and methodical approach to children with vocal - language - speech disorders Author Petra Medved Mentor Dejana Bouillet (mentor)Committee member Maja Drvodelić (predsjednik povjerenstva)Committee member Marina Panić (član povjerenstva)Committee member Dejana Bouillet (član povjerenstva)Granter University of Zagreb Defense date and country 2022-09-27, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Jezik je jedan od najvažnijih faktora u društvenom životu, a govor i jezični razvoj temelj su uspješnih ishoda u djetetovom kasnijem životu. U današnje vrijeme sve su više prisutne govorno-glasovno jezične teškoće u djece, koje se dijele na: poremećaje glasa, poremećaje govora i jezične teškoće. Bitno je da se djeca s govorno-glasovno jezičnim teškoćama što bolje snađu i uklope u dječjem vrtiću, pri čemu je od velike pomoći prilagodba didaktičko-metodičkog pristupa koju će odraditi odgojitelj u suradnji sa drugim djelatnicima ustanove. Dosadašnja istraživanja ukazuju nam da odgojiteljima nije dostupno dovoljno stručnih usavršavanja te da se značajno više usavršavaju sami, nego što to čine pute organiziranih stručnih usavršavanja koje im nudi dječji vrtić. Važno je pristupati individualno svakom djetetu s teškoćom jer se karakteristike i stupanj teškoće razlikuju. Cilj istraživanja je utvrditi osobitosti posebnih odgojno-obrazovnih potreba djece s govorno-glasovno jezičnim teškoćama i koristiti ih u svrhu planiranja didaktičko-metodičkog pristupa. Istraživanje je provedeno na temelju podataka dobivenih iz Upitnika o etiološkim i fenomenološkim aspektima rizika socijalne isključenosti djece rane i predškolske dobi: verzija za odgojitelje koji je razvijen za potrebe projekta „Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama ranog i predškolskog odgoja i obrazovanja“ (MORENEC). U istraživanje su uključena djeca za koje su odgojitelji
procijenili da iskazuju ozbiljna odstupanja u njihovom govorno-glasovno jezičnom razvoju (n = 80 ili 2,3% ukupnog uzorka istraživanja). Rezultati istraživanja prikazani u ovom radu potvrđuju da su djeca s govorno-glasovno jezičnim teškoćama vrlo heterogena skupina, što se odražava na njihove razlike u teškoćama sudjelovanja u kurikularnim aktivnostima. Utvrđeno je da odgojitelji odgoj i obrazovanje ove djece procjenjuju zahtjevnijima u usporedbi s tipično razvijenom djecom pa im je potrebna podrška uprave, stručnog tima, kolega odgojitelja i vanjskih stručnjaka pri prilagođavanju didaktičko-metodičkog pristupa pojedinom djetetu. Zaključno se ističe da razlike u teškoćama uključivanja djece s govorno-glasovno jezičnim teškoćama u kurikularne aktivnosti ovise o specifičnostima njihovih odstupanja, ali i o mogućnostima odgojitelja da svoj didaktičko-metodički pristup usklade s odgojnoobrazovnim potrebama te djece.
Abstract (english) Language is one of the most important factors in social life, and speech-language development is the basis of successful outcomes in a child's later life. Nowadays, there are more and more children with speech-voice-language disorders. Those disorders are: voice disorders, speech disorders and language difficulties. It is important that children with speech-voice-
language disorders find their way and fit in as well as possible in the kindergarten, where the adaptation of the didactic-methodical approach, which will be done by the preschool teacher in cooperation with other employees of the institution, is of great help. Previous research shows that there is not enough professional training available to preschool teachers and that they improve significantly more on their own than through organized professional training offered by the kindergarten. It is important to approach each child with a disorder individually because the characteristics and degree of the disorder differ. The aim of the research is to determine the peculiarities of the special educational needs of children with speech-voice-language disorders and to use them for the purpose of planning a didactic-methodical approach. The research was conducted on the basis of data obtained from the Questionnaire on etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age: version for preschool teachers, which was developed for the purposes of the project "Models of response to the educational needs of children exposed to the risk of social exclusion in institutions of early and of preschool education" (MORENEC). Children who were assessed by the educators as showing serious deviations in their speech-voice language development were included in the research (n = 80 or 2.3% of the total research sample). The research results presented in this paper confirm that children with speech-voice-language disorders are a very heterogeneous group, which is reflected in their differences in the difficulties of participating in curricular activities. It was established that preschool teachers consider the upbringing and education of these children more demanding compared to typically developed children, so they need the support of the administration, professional team, fellow educators and external experts when adapting the didactic-methodical approach to an individual child. In conclusion, it is pointed out that the differences in the disorders of including children with speech-voice-language difficulties in curricular activities depend on the specifics of their deviations, but also on the possibilities of educators to harmonize their didactic-methodical approach with the educational needs of these children.
Keywords
djeca rane i predškolske dobi
govorno-glasovno jezične teškoće
prilagodba didaktičko-metodičkog pristupa
procjene odgojitelja
Keywords (english)
early and preschool children
speech-voice-language difficulties
adjustment of didactic and methodical approach
preschool teachers assessment
Language croatian URN:NBN urn:nbn:hr:147:694719 Study programme Title: Undergraduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-02-16 12:50:50
