Pedagogų ir logopedų bendradarbiavimas sprendžiant ikimokyklinio amžiaus vaikų kalbos raidos problemas

LTŠiame straipsnyje yra aptariami pedagogų ir logopedų bendradarbiavimo aspektai, sprendžiant ikimokyklinio amžiaus vaikų kalbos raidos problemas. Straipsnį sudaro trys dalys. Pirmoje dalyje yra aptariama vaikų kalbos ir kalbėjimo sutrikimų samprata, kalbos raidos sutrikimų įtaka vėlesniam vaiko gyvenimui. Antrojoje dalyje aptariami pedagogų ir logopedų bendradarbiavimo aspektai, skatinant ikimokyklinio amžiaus vaikų kalbinę raidą. Trečiojoje dalyje autorės pristato empirinio tyrimo duomenis. Prasminiai žodžiai: bendradarbiavimas, ikimokyklinis ugdymas, kalbos raida, kalbos ir kalbėjimo sutrikimas, ikimokyklinio ugdymo mokytojas, logopedas. [Iš leidinio]

ENChildren with speech and speaking disorders pronounce sounds incorrectly, change them with others, distort words. They start talking late, the vocabulary gets rich very slowly. It is difficult for children to communicate with others, to express their wishes, needs, does not understand the language, so they often do not follow the requests and instructions of adults. Impaired language development oh preschool children later leads to various difficulties in their socialization and learning. It is therefore crucial to start develop the language development of these children as early as possible in collaboration between pedagogues and speech therapists. The aim of the article: to analyze the aspects of cooperation between teachers and speech therapists in solving the problems of language development of preschool children. The objectives of the article are the following: 1. Discuss the concept of speech and speaking disorders in preschool children and their consequences for the child's further development.2. Reveal the aspects of cooperation between a pedagogue and a speech therapist, helping children to overcome speech and speaking disorders. 3. Present the data of an empirical study analyzing the cooperation between teachers and speech therapists, helping preschool children with speech and speaking disorders. The authors applied these research methods: review of scientific literature and content of documents; questionnaire; semi-structured interview; statistical data analysis; content analysis. The main conclusions. Most pre-school teachers focus on the quality of education, when it is mandatory to adapt the content of pre-school education for children with special educational needs. They seek to share their knowledge and experience with speech therapists, to pursue professional development. Most pedagogues use individual forms of cooperation with speech therapists, where the education of children with special needs is discussed through individual conversations, during individual consultations or informal meetings. Pedagogues and speech therapists also use group forms of cooperation (for example, group meetings and consultations). The most common obstacles to cooperation with speech therapists are the heavy workload and the lack of suitable conditions for professional meetings. [From the publication]