Narušená komunikační schopnost u dětí předškolního věku v prostředí běžné mateřské školy
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Diplomová práce se zabývala problematikou narušené komunikační schopnosti u dětí předškolního věku v prostředí běžné mateřské školy. V práci jsme vysvětlili, co znamená pojem logopedie, narušená komunikační schopnost, popsali jsme jednotlivé typy narušené komunikační schopnosti a zaměřili jsme se na komunikační kompetence předškolního dítěte. Práce byla tvořena dvěma částmi, částí teoretickou, která se zaměřila na teoretické pojetí logopedie a narušené komunikační schopnosti a tím, jak v mateřských školách pracují pedagogičtí pracovníci. Druhá část, část empirická, ve které jsme vycházeli z odpovědí z předem připravených dotazníků, které byly rozeslány po celé České republice. Vycházeli jsme z 55 dotazníků rozeslaných do mateřských škol a 22, které byly rozeslány do logopedických poraden. Výsledky empirické části potvrdily, že se narušená komunikační schopnost vyskytuje častěji u chlapců než u děvčat. Potvrdily také, že se děti s logopedickou intervencí setkávají spíše u logopeda, než v mateřské škole. Poslední hypotéza, že děti s logopedickou péčí dostávají odklad školní docházky méně často, než ti, kteří logopedickou péči nemají, byla vyvrácena.
This diploma thesis considered questions of communicative disability in preschool childen in ordinary kindergarten. In this work, we explain what is meant by speech therapy, impaired communication ability, we are describe the different types of impaired communication ability and focused on communicative competence of preschool children. The work consisted of two parts, theoretical, which focused on the theoretical concept of speech therapy and of impaired communication ability and how they work in kindergartens pedagogical workers. The second part, empirical part, in which we drew on responses from pre-prepared questionnaires that were distributed throughout the Czech Republic. We based the 55 questionnaires sent to kindergartens and 22, which were sent to speech therapy counseling. The results of the empirical part, confirmed that the disrupted communication ability is more common in boys than in girls. Also confirmed that children with speech therapy encounter with a speech therapist rather than in kindergarten. The last hypothesis that children with speech and language care receive schooling less postponement often than those who do not have speech therapy, has been refuted.
This diploma thesis considered questions of communicative disability in preschool childen in ordinary kindergarten. In this work, we explain what is meant by speech therapy, impaired communication ability, we are describe the different types of impaired communication ability and focused on communicative competence of preschool children. The work consisted of two parts, theoretical, which focused on the theoretical concept of speech therapy and of impaired communication ability and how they work in kindergartens pedagogical workers. The second part, empirical part, in which we drew on responses from pre-prepared questionnaires that were distributed throughout the Czech Republic. We based the 55 questionnaires sent to kindergartens and 22, which were sent to speech therapy counseling. The results of the empirical part, confirmed that the disrupted communication ability is more common in boys than in girls. Also confirmed that children with speech therapy encounter with a speech therapist rather than in kindergarten. The last hypothesis that children with speech and language care receive schooling less postponement often than those who do not have speech therapy, has been refuted.
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Logopedie, narušená komunikační schopnost, mateřská škola, dítě předškolního věku, komunikační kompetence, Logopedics, impaired communication ability, kindergarten, pre-school child, communication ability