Vaikų, turinčių kalbos sutrikimų, savęs vertinimo ypatumai

LTStraipsnyje nagrinėjami vaikų, turinčių kalbos sutrikimų, savęs vertinimo ypatumai, aptariamos neigiamą savęs vertinimą skatinančios priežastys. Tyrime dalyvavo 88 I-III klasių moksleiviai. Savęs vertinimo tyrimui taikyta 3 metodikos: Dembo-Rubinštein poliarinių profilių metodika, žmogaus piešinys ir Hare savęs vertinimo skalė. Atlikus kiekybinę rezultatų analizę, nustatyta, kad pradinių klasių mokinių, turinčių kalbos sutrikimų, savęs vertinimas, apimantis jų savijautą su bendraamžiais, tėvais ir veiklą mokykloje, yra menkesnis nei gerai kalbančių bendraamžių. Eksperimentinės grupės tiriamųjų rezultatai pagal sveikatos, laimės, populiarumo parametrus nesiskiria nuo gerai kalbančių mokinių. Savęs vertinimo skirtumai išryškėjo lyginant grupes pagal proto skalės duomenis. Kokybinė sutrikusios kalbos moksleivių rezultatų analizė parodė, kad vaikai atkreipia dėmesį į netaisyklingą savo ir kitų kalbėjimą, laiko tai liga ir jautriai išgyvena. [Iš leidinio]

ENThis work seeks to compare self-esteem of children with language disorders and normally speaking children. The self-esteem has a big impact on human's behaviour and relationships. There are many children with language and speech problems in primary school. Literature and practical experience show, that in some cases children with language problems have specific learning and communication difficulties. There were 88 pupils from 1-3 grades in this research. There were 44 school age children in experimental group, 15 girls and 29 boys. They had different speech and language problems. There were 44 primary school children in control group. Their sex and age are the same as in experimental group. We used three tests in this research: Dembo Rubinstein, Human figure drawing and Hare self-esteem evaluation scale. The data of our research using Dembo-Rubinstein test show, that the level of primary school pupils self-esteem is high. The differences comparing both groups in parameters of health, goodness, luck and popularity are not statistically significant. There is difference on mind scale (p<0,05). There is a tendency in control group to pick up a position in between the scale and in the group of children with language disorders there are many extreme positions. Many children motivated their low position on health scale and mentioned speech problems. We found that there were few symptoms of emotional disorder in experimental and control groups of pupils' Human figure drawings. There are not statistically significant differences between both group symptoms of emotional disorders. We compare low self -esteem signs in drawings of experimental and controls group and found statistically significant difference between these groups. There are more low self-esteem signs in drawings of boys, than girls.Children with language and speech problems were more often critical according to their drawings than control group pupils. These two groups differ in qualitative analysis of their drawings as well. We evaluated self-esteem of research participants with Hare scale. There are three subscales in this test: school, family and peers. Primary school pupils have positive attitude to their teacher. This is very important because parents and the teacher are the most important persons in developing adequate self evaluation of primary school children. We compared the results and found out that self-esteem of children with speech defects was lower than in control group. This difference is statistically significant (p<0,05). Children with speech defects more often feel insignificant at school, their school abilities are lower than abilities of children with normal language development. While investigating the problem of self-evaluation references have been made to methodical works of Dcmbo-Rubinstein, Human figure drawings and modified B. R. Hare scale. The studying results of both children groups are discussed and based on term marks. Comparing 1 of both 5-6 groups human figure drawings and B. R. Hare scale results, we saw that the self - esteem of children having language problems was lower than of normally speaking children. Our data suggest, that many school age children noticed their or their classmates' speech and language disorders. It is evident that primary school pupils are not completely informed about their language problems and take to their heart these language defects very sensitively. We must emphasize speech therapy in early age, prevention of learning disabilities and development of positive self-esteem. [From the publication]