<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Introduction: This contribution presents the results of a research focused on speech therapy in kindergartens. This research was realized in Zlín Region. It explains how speech therapy prevention is realized in kindergartens, determines the educational qualifications of teachers for this activity and verifies the quality of the applied methodologies in the daily program of kindergartens. Methods: The empirical part of the study was conducted through a qualitative research. For data collection, we used participant observation. We analyzed the research data and presented them verbally, using frequency tables and graphs, which were subsequently interpreted. Results: In this research, 71% of the teachers completed a course of speech therapy prevention, 28% of the teachers received pedagogical training and just 1% of the teachers are clinical speech pathologists. In spite of this, the research data show that, in most of kindergartens, the aim of speech therapy prevention is performed in order to correct deficiencies in speech and voice. The content of speech therapy prevention is implemented in this direction. Discussion: Awareness of the teachers’/parents’ regarding speech therapy prevention in kindergartens. Limitations: This research was implemented in autumn of 2016 in Zlín Region. Research data cannot be generalized to the entire population. We have the ambition to expand this research to other regions next year. Conclusions: Results show that both forms of speech therapy prevention - individual and group - are used. It is also often a combination of both. The aim of the individual forms is, in most cases, to prepare a child for cooperation during voice correction. The research also confirmed that most teachers do not have sufficient education in speech therapy. Most of them completed a course of speech therapy as primary prevention educators. The results also show that teachers spend a lot of time by speech therapy prevention in kindergartens. Educators often develop the communication skills of children by interesting ways and methods.</p></abstract>

Introduction: This contribution presents the results of a research focused on speech therapy in kindergartens. This research was realized in Zlín Region. It explains how speech therapy prevention is realized in kindergartens, determines the educational qualifications of teachers for this activity and verifies the quality of the applied methodologies in the daily program of kindergartens. Methods: The empirical part of the study was conducted through a qualitative research. For data collection, we used participant observation. We analyzed the research data and presented them verbally, using frequency tables and graphs, which were subsequently interpreted. Results: In this research, 71% of the teachers completed a course of speech therapy prevention, 28% of the teachers received pedagogical training and just 1% of the teachers are clinical speech pathologists. In spite of this, the research data show that, in most of kindergartens, the aim of speech therapy prevention is performed in order to correct deficiencies in speech and voice. The content of speech therapy prevention is implemented in this direction. Discussion: Awareness of the teachers’/parents’ regarding speech therapy prevention in kindergartens. Limitations: This research was implemented in autumn of 2016 in Zlín Region. Research data cannot be generalized to the entire population. We have the ambition to expand this research to other regions next year. Conclusions: Results show that both forms of speech therapy prevention - individual and group - are used. It is also often a combination of both. The aim of the individual forms is, in most cases, to prepare a child for cooperation during voice correction. The research also confirmed that most teachers do not have sufficient education in speech therapy. Most of them completed a course of speech therapy as primary prevention educators. The results also show that teachers spend a lot of time by speech therapy prevention in kindergartens. Educators often develop the communication skills of children by interesting ways and methods.

Speech Therapy Prevention in Kindergarten

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"Speech Therapy Prevention in Kindergarten"}

Introduction: This contribution presents the results of a research focused on speech therapy in kindergartens. This research was realized in Zlín Region. It...

Speech Therapy Prevention in Kindergarten

Publié en ligne: 02 sept. 2017

Pages: 69 - 78

Reçu: 20 avr. 2017

Accepté: 05 juil. 2017

DOI: https://doi.org/10.1515/atd-2017-0014

Mots clés
speech therapy prevention, kindergarten, teachers in kindergartens

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Speech Therapy Prevention in Kindergarten

Publié en ligne: 02 sept. 2017

Pages: 69 - 78

Reçu: 20 avr. 2017

Accepté: 05 juil. 2017

DOI: https://doi.org/10.1515/atd-2017-0014

Mots clésspeech therapy prevention, kindergarten, teachers in kindergartens

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
speech therapy prevention, kindergarten, teachers in kindergartens