Due to the inclusive orientation of kindregartens, there are more and more children enrolled who, compared with their peers, have some developmental variations. In the study, we focused on the coexistence of problems in the narrative and motoric skills in children with speech-language disorders. The purpose of the master's thesis was to compare the narrative abilities and motor skills of children with speech-language disorders to children with no speech-language disorders, in both groups of children to establish the connection between the achievements in both areas and to present the characteristics of the incentives that the family offers to children on both selected research areas. Three children with speech-language disorders and three children with no speech-language disorders were included in the study, while the questionnaire on gamily incentives was filled in not only by the parents of the above mentioned children but also by the parents of other five- and six-ear-olds enrolled in the selected kindergarten (N = 53). We tested the narrative skills with the Storytelling Test: The Gloves and Motor Skills with the ABC Motion 2 test, with the tasks of checking the graphomotorics, by observing the basic motor skills (running, throwing, catching and jump landing) and observing everyday life skills (e.g. putting on a jacket, cutting with scissors). The characteristics of family incentives in the field of language and motor development were determined with a questionnaire, which was prepared for the purpose of the master's research. The results of the research have shown that children with speech-language disorders in the narrative abilities mostly achieved lower results in the narrative indicators compared to children without speech-language disorders. The result of the entire experiment showed that among children with speech-linguistic disorders, only one of the children achieved a below average result indicating a slight deviation from normative development, while the other two children achieved an average result, and all children without a speech-language disorders reached an above-average result. Based on the results of the ABC Motion 2 test to determine motor skills, we found that the results of one child in the group of children with speech-language disorders indicate important motor problems, the results of the second child show the risk of motor problems and in the third case movement discrepancies were not detected. In the group of children without speech-language disorders children have no movement problems, as their results range from the lower limit of the average to the above-average achievements. The analysis of individual graphomotor elements showed that the graphomotor problems are indicated only in two children with speech-language disorders, while there are no graphomotor problems in children with no speech-language disorders. When observing the characteristics of the motion level, we found that children with speech-language disorders still have dominant motive characteristics that are characteristic of the basic level of the underlying motor phase, while in children with no speech-language disturbances the motive characteristics of the mature stage of the basic motor phase prevail. In the field of everyday life skills, the results suggest that two children with speech-language disorders have some more difficulties with individual everyday life skills, unlike one child with speech-language disorders and all children without speech-language disorders. In determining the correlation between narration skills and motor skills in relation to the overall results, we could not conclude that the narrative abilities and motive skills in all children with speech-linguistic disorders and those without them are similarly related to each other, since the results of both groups were very diverse. The analysis of family trends associated with the movement has shown that parents of the majority of children involved report that they promote speech and language skills and motor skills in children by reading books, interpreting unknown words, playing word games, visiting a library or a playground etc. The differences between children with speech-language disorders and children without these disorders have turned out to be in favor of children without speech-language disorders, whose parents often read the same books with them, who are more limited in the use of smart devices and who are given more incentives especially in the field of speech. According to the results of our research we can conclude that for each child with speech-language disorders in the narrative and motoric field, it is necessary to identify their problems and based on their individual characteristics to set goals and ways of working with them. However, in the individual treatment of children, guidelines for promoting the narrative and motor development of children can be helpful.
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