Speech and language development is a difficult process which depends on many factors. In this work the environmental factor (preschool institution) is presented. Quality preschool institutions can reduce or impact child speech-language difficulties. Because of this impact, this diploma thesis explores quality indicators of speech-language environment in preschool institutions. Presented in the theoretical part is a preschool child's speech-language development, their speech-language abilities in preschool time, the teacher’s role (evaluation of the child's speech-language development, identification of risk factors), list of speech-language impairments in preschool time and a 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 the quality of a preschool institution and the quality of speech and language environment in preschool organisations. It explores the subjects of the national document (named Kurikulum za vrtce), the space for child's play, preschool teachers, games and child's peers.
Domestic and foreign researchers are warning that preschool institutions have problems with ensuring quality in the speech-language area. In the following empirical part of this work the research of the quality in the speech-language environment and the research of the quality of preschool teacher work with children which have speech-language difficulties is presented. 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 their playroom) and were asked to complete the questionnaire. The analysis of results follows.
The research in this work confirms the differences in the quality between different preschool institutions. Differences appeared in both areas (quality speech-language environment and quality of work with children which have speech-language difficulties). 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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