Title Poremećaj tečnosti govora djece predškolske dobi Author Stella Tomičić Mentor Jasna Kudek Mirošević (mentor)Committee member Jasna Kudek Mirošević (predsjednik povjerenstva)Committee member Božica Vuić (član povjerenstva)Committee member Alenka Mikulec (član povjerenstva)Granter University of Zagreb Defense date and country 2018-10-18, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Tema rada odnosi se na razmatranje poremećaja tečnosti govora (mucanje) djece predškolske dobi. Ono je popraćeno čestim ponavljanjima, produljivanjima, napetošću i zastojima u govoru. Mogu se pojaviti i grčevi te nepravilno disanje za vrijeme govora. Poremećaj prate i tjelesni simptomi koji se pojavljuju u komunikacijskom kontekstu koji je stresan za dijete. Mucanje je rasprostranjeno je u svijetu, a potječe još iz antičkih vremena. Najprije se javlja između druge i treće godine života, kada se govor intenzivno razvija, no može se pojaviti i kasnije. Uzroci mucanja objašnjeni su trima teorijama: konstitucijskom, razvojnom i okolinskom. Na govorno-jezični razvoj djece sve više imaju utjecaj i mediji, koji su postali važan dio svakodnevice. Postoji više podjela mucanja. Prva podjela je na fiziološko, primarno, sekundarno i akutno/abruptno mucanje, dok je druga psihogeno neurogeno, u kasnijoj životnoj dobi. Pet je faza razvoja mucanja, od kojih su tri faze predškolske dobi (razvojne govorne netečnosti, granično mucanje, početno mucanje), faza školske dobi (prijelazno mucanje) i faza od adolescencije nadalje (uznapredovalo mucanje). S djetetom se trebaju provoditi govorne terapije – neizravna i izravna, prije kojih su potrebni dijagnostički postupci. Dijete, kao posljedicu može imati strah od govora i situacija koje zahtjevaju govor, što utječe na njegovo psihičko stanje i sigurnost u sebe. Stoga je važno pružiti mu podršku i poticati ga u napretku. Kako bi se proširile spoznaje o ovoj temi provedeno je istraživanje čiji je cilj saznati koliko odgojitelji u interakciji s djetetom s poremećajem tečnosti govora provode u suradnji s logopedom govorne vježbe, koliko često surađuju s roditeljima i na koji način te jesu li ta djeca uključena u rad s ostalom djecom i na koji način. Rezultati pokazuju da se odgojitelji ne smatraju kompetentnima za rad s djetetom s poremećajem tečnosti govora, ali su surađivali su s roditeljima na različite načine te su djeca bila svakodnevno uključena u rad skupine, što pridonosi njihovom daljnjem razvoju.
Abstract (english) The topic of work is the disorder of the fluency speaking of children of preschool age. It is accompanied by frequent repetitions, extensions, tensions and stoppages. Cramps and improper breathing appear during speech. Stuttering is accompanied by physical symptoms that appear in stressful communication with the child. Stuttering is widespread in the world, and it originates from ancient times. First, it occurs between the second and third years of life, when speech develops intensively, but it may occur later. The cause of stuttering is explained by three theories: constitutional, developmental and environmental. The speech-language development of children is increasingly influenced by the media, which have become an important part of everyday life. There are more division of stuttering. The first division is on physiological, primary, secondary and acute / abrupt stuttering, while the other is psychogenic and neurogenic, which appear later in life. There are five stages of stuttering development, of which three stages appear during preschool age (developmental speech failure, border stinging, initial stuttering), stage during school age (transient stuttering) and stage during adolescence and further (advanced stuttering). Speech therapy is performed with the child - indirect and direct, before which diagnostic procedures are required. The child has fear of speaking and situations that require speaking, which affect his psychological state and selfconfidence. It is therefore important to provide support and encourage it in progress. A research was carried out to find out how often preschool teachers have interactions with a child who has a speech disorder and in cooperation with a therapist carries out speech excerises, how often do they cooperate with the child's parents and in which way those children included in working with other children. The results show that most preschool teachers do not consider themselves competent to work with children with a speech disorder, but they have cooperated with parents in every possible way. These children were daily involved in the work of the group that contributes to their further growth and development.
Keywords
odgojitelji
dijete s teškoćom govora
suradnja s roditeljima
Keywords (english)
educators
children with speech difficulties
co-operation with parents
Language croatian URN:NBN urn:nbn:hr:147:235615 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 2018-12-10 10:25:48
