Poruchy komunikace u dětí předškolního věku
Title Alternative:Communication Disorders at Pre-school Children
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Date
2006
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Technická Univerzita v Liberci
Abstract
Teoretická část ozřejmuje pojmy logopedie a její organizaci v různých resortech. Vysvětluje pojem komunikační schopnost, popisuje vývoj řeči. Jsou popsána specifika předškolního vzdělávání v mateřské škole speciální. Je zde vysvětlen pojem narušená komunikační schopnost a podrobněji jsou rozpracovány jednotlivé kategorie narušené komunikační schopnosti. V praktické části je hodnocena účinnost metod individuální a kolektivní logopedické péče. Průzkum byl prováděn v mateřské škole speciální, ve které pracuji. Na začátku a na konci školního roku byla na vzorku šesti dětí porovnávána úroveň mluvních dovedností, motoriky, zrakové a sluchové percepce, koordinace činností, nosního dýchání a hospodaření s dechem. Děti byly průběžně hodnoceny po celou dobu jejich docházky. Úroveň výslovnosti byla porovnávána na začátku a na konci docházky do mateřské školy. Zjištěné zlepšování výkonnosti dětí potvrzuje účinnost používaných metod při reedukaci narušené komunikační schopnosti. Bylo zde také prokázáno, že je vhodná kombinace individuální a kolektivní logopedické péče.
The theoretical part explains terms as logopaedics and its organization in various resorts. It explains the term communication ability and describes speech development. The issues specific to pre-school education in special nursery schools are described as well as the concept of disturbed communication ability is explained. Particular categories of disturbed communication ability are developed in details. The efficiency of methods of individual and group logopaedic care is evaluated in the practical part. A survey was made in a special nursery school where I work. The level of communicational ability, motorical, visual and auditive perceptions, activity coordination, nose breathing and breath economy were investigated on a sample of 6 children at the beginning and at the end of every school year.Children were frequently evaluated during the time they attended our school. Pronunciation level was compared at the beginning and at the end of their school attendance. Detected improvement of children´s skills confirms the efficiency of methods used at the re-education of disturbed communication ability. It was also proved that combining of individual and group logopaedic care is suitable.
The theoretical part explains terms as logopaedics and its organization in various resorts. It explains the term communication ability and describes speech development. The issues specific to pre-school education in special nursery schools are described as well as the concept of disturbed communication ability is explained. Particular categories of disturbed communication ability are developed in details. The efficiency of methods of individual and group logopaedic care is evaluated in the practical part. A survey was made in a special nursery school where I work. The level of communicational ability, motorical, visual and auditive perceptions, activity coordination, nose breathing and breath economy were investigated on a sample of 6 children at the beginning and at the end of every school year.Children were frequently evaluated during the time they attended our school. Pronunciation level was compared at the beginning and at the end of their school attendance. Detected improvement of children´s skills confirms the efficiency of methods used at the re-education of disturbed communication ability. It was also proved that combining of individual and group logopaedic care is suitable.
Description
katedra: KSS; přílohy: 1 CD ROM; rozsah: 54 s, 50 s. příloh
Subject(s)
logopedie, komunikační schopnost, vývoj řeči, předškolní vzdělávání, logopedická péče v mateřské škole speciální, reedukace, narušená komunikační schopnost, základní kategorie narušené komunikační schopnosti, individuální logopedická péče, kolektivní logopedická péče, logopedy, communication ability, speech development, pre-school education, logopaedic care in special nursery school, re-education, disturbed communication ability, basic categories of disturbed communication ability, individual logopaedic care, group logopaedic care