This diploma paper discusses the ability of storytelling in different contexts concerning blind and visually impaired preschool children. In theoretical part of diploma paper we defined blindness and visual impairment; we described the characteristics of development in blind and visually impaired preschool children, as well as their deviations from sighted peers regarding the language field. The main chapter is presenting the development of children's ability of storytelling. We focused on some of the important factors that affect children's language development and therefore the ability of storytelling. In the last chapter we focused on evaluation of child's pragmatic ability and detailed description of the accessory used in the research. In the empirical part of the diploma paper we studied, whether there are any differences in blind/visually impaired children's storytelling in different contexts, and whether the ability of storytelling in different contexts of blind/visually impaired child differs from that of a normally sighted child. We were interested in the effect of certain factors of family environment on ability of child's storytelling. The study was carried out by comparing storytelling of children divided in two groups, therefore blind/visually impaired children in one group and sighted children in other. Study was made on the basis of premade criteria for assessing the storytelling. Results of the study were explained with the help of information concerning family environment gathered by using a questionnaire for parents. Study shows that the blind/visually impaired children generally narrate on a higher level of development, compared with their sighted peers. The results of their storytelling are positively connected with the quality of their family environment.
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