Preschool teachers, speech therapists and parents: cooperation in recognition and treatment of preschool children speech disordersudud

摘要

The words by Ivo Škarić (2005) that we give ourselves to the world by using speech is a good reason to dwell upon what needs to be done to make speech the best possible (fluent, intelligible…). There are various factors that influence the development of child's speech (physiological, sociological) A newly born child has certain speech predispositions (brain centres, speech organs) which cannot be developed unless a chiald hears the speech. When born, a chiald »enters« his family's environment and until the end of his first year, it is the family members that he communicates with, listens to and immitates. Later in life he comes in contact with some other people and these are teachers in a kindergarten. So the circle of people a child interacts with becomes wider. If any of these people should notice that a child's speech does not develop properly, that irregularities or even speech defects occured, it is very important to seek expert help. In case that speech irregularities turn into a speech defect, a visit to a speech therapist is necessary. They will use their knowledge and expertise to help a child eliminate speech defects. This proces involves parents, teachers and specialists. The role of a speech therapist is to advise and give directions for work. It is this cooperation that involves different parties that encouraged me to begin a research into whether the cooperation between parents, teachers and speech therapists to eliminate speech defects is important. I was interested in ther opinion. I researched the roles of educatiors, parents and speech therapists in the process of recognition and treatment children speech disorderd. At the same time I also wanted to find out which speech defect that occurs with pre-school children is the most common one.