Quality preschool institutions/preschool teachers can reduce or impact child speech-language difficulties. Because of this impact, diploma thesis explores quality indicators of speech-language environment in preschool institutions. Presented in the theoretical part is preschool child's speech-language development, their speech-language abilities in preschool time, the teacher’s role (evaluation the child's speech-language development, identification of risk factors), list of speech-language impairment in preschool time and list of games for teachers, who want to help children with speech and language difficulties. Further in this diploma thesis, there is a presentation of preschool quality and the quality of speech and language environment in preschool organisations. It consists of a national document (named Kurikulum za vrtce), space for child's play, preschool teachers, games and child's peers.
Home and foreign researchers are warning that preschool institutions/preschool teachers have problems with ensuring quality in speech-language area. Because of that there is a research of speech-language quality (preschool environment and teacher) in empirical part of diploma thesis. In the research, sixty-eight preschool teachers participated. They were observed in three areas (their planned activities for children, routine or free time play and their organization of the space for children play) and asked to complete the questionnaire. After that the analysis of results follows. Research in this diploma thesis confirms differences in quality between different preschool institutions and preschool teachers in the same preschool institution. It also encourages preschool teachers to further monitor, evaluate and explore speech-language quality and its influence on children’s speech-language development
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