Anneler ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması

Yasemin Yolal Duru; Ahsen Erim; Esra Nur Küçük

Araştırma Makalesi

Anneler ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması

Yıl 2020, Cilt: 3 Sayı: 1, 61 - 90, 09.05.2020

Yasemin Yolal Duru Ahsen Erim Esra Nur Küçük

Öz

Giriş: Dil gelişiminin ileri dönem akademik ve sosyal becerilere olan etkisi bilinmektedir. Bu nedenle ‘bekle ve gör’ yaklaşımı geçtiğimiz yüzyılda bazı uzmanların kullandığı bir yöntemken günümüzde etkisini yitirmiştir. Dil ve konuşma gelişimindeki olası sapmalarda ayırıcı tanı ve erken müdahale önem taşımaktadır. Okul öncesi öğretmenleri, sınıflarında gecikmiş konuşması olan bir çocuğu fark edip aileyi yönlendirebilecek ilk kişi olabilmektedirler. Annelerin ise çocuktaki olası gelişimsel sapmaları yakalayabilecek en uygun kişi oldukları düşünülmektedir. Gecikmiş konuşmaya yönelik farkındalığın, çocuğun erken dönem müdahale süreçlerinden faydalanabilmesi adına oldukça önemli olduğu belirtilmektedir. Bu gerekçe ile bu çalışmada Türkiye’de yaşayan anneler ve okul öncesi öğretmenlerin ‘Gecikmiş konuşmaya yönelik farkındalık ve bilgi düzeylerinin karşılaştırılması amaçlanmıştır. Yöntem: Bu araştırmada katılımcılar, Türkiye’nin farklı şehirlerinden 408 okul öncesi öğretmeni ve 1076 anneden oluşmaktadır. Veri toplama amacı ile araştırmacılar tarafından 29 soruluk bir anket hazırlanmıştır. Anket gecikmiş konuşmanın nedenleri, seyri, değerlendirilmesi ve müdahalesi ile dil ve konuşma gelişimini destekleyici etkinliklere yönelik bilgi düzeyini değerlendirmektedir. Anket katılımcılara çevrimiçi yollarla ulaştırılmıştır. Verilerin analizde bağımsız örneklemler t-testi ve Pearson korelasyonu kullanılmıştır. Bulgular: Okul öncesi öğretmenlerin anket sorularına verdikleri doğru yanıtlar, annelerin doğru yanıtlarından anlamlı düzeyde yüksek bulunmuştur. Ancak bazı maddelerde iki grubun da doğru yanıt verme oranlarının düşük olduğu görülmüştür. Küçük çocuklarda aynı anda iki dili öğrenmenin gecikmiş konuşmaya neden olacağı, gecikmiş konuşma için yapılan terapinin ağırlıklı olarak oral motor egzersizleri içereceği ve geç konuşan çocukta ek bir problem yoksa her zaman yaşıtlarını yakalayacağı gibi maddelerde her iki grubun da doğru yanıt verme oranı düşüktür. Sonuç: Gecikmiş konuşma ile ilgili farkındalığın arttırılması için düzenlemeler yapılması önerilmektedir. Okul öncesi öğretmenlerin farkındalık ve bilgi düzeyi arttıkça annelerin de daha sağlıklı bir biçimde desteklenebileceği düşünülmektedir. Ayrıca literatür ışığında gelecek araştırmalara yönelik önerilerde bulunulmuştur.

Anahtar Kelimeler

gecikmiş dil, gecikmiş konuşma, gelişimsel dil bozukluğu

Kaynakça

ASHA (American Speech-Language-Hearing Association) (2019). Late Blooming or Language Problem. https://www.asha.org/public/speech/disorders/Late-Blooming-or-Language-Problem/. 17.09.2019.
ASHA (American Speech-Language-Hearing Association) (2019). Late Language Emergence.https://www.asha.org/Practice-Portal/Clinical-Topics/Late-Language-Emergence/. 17.09.2019.
Bates, E. & Dick, F. (2002). Language, gesture, and the developing brain. Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology, 40(3), 293-310.
Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A.J.O., & Fey, M.E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237-255.
Clark, A., Ohare, A. & Watson J. (2007). Severe receptive language disorder in childhood: familial aspects and long-term outcomes: results from a Scottish study. Arch Dis Child, 92, 614–619.
Carpenter, M., Tomasello, M. & Striano, T. (2005). Role reversal imitation and language in typically developing infants and children with autism. Infancy, 8(3), 253-278.
Duff, D., Tomblin, B.J. (2018). Literacy as an Outcome of Language Development and its Impact on Children’s Psychosocial and Emotional Development. Encyclopedia on Early Childhood Development [online]. http://www.child-encyclopedia.com/language-development-and-literacy/according-experts/literacy-outcome-language-development-and-its. 20.09.2019.
Dale, P.S., Price, T.S., Bishop, D.V. & Plomin, R. (2003). Outcomes of early language delay. Journal of Speech, Language, and Hearing Research, 46(3), 544-60.
Dale, P.S. & Fenson, L. (1996). Lexical development norms for young children. Behavior Research Methods, Instruments & Computers, 28(1), 125-127.
Hawa, V.V. & Spanoudis, G. (2014). Toddlers with delayed expressive language: An overview of the characteristics, risk factors and language outcomes. Research in developmental disabilities, 35(2), 400-407.
Kaiser, A. P., & Roberts, M. Y. (2013). Parents as communication partners: An evidence-based strategy for improving parent support for language and communication in everyday settings. Perspectives on Language Learning and Education, 20(3), 96-111.
Letts, C. & Hall, E. (2003). Exploring early years professional’s knowledge about speech and language and development and impairment. Child Language Teaching and Therapy, 19, 211–229.
Lyytinen, P., Poikkeus, A. M., Laakso, M. L., Eklund, K. & Lyytinen, H. (2001). Language development and symbolic play in children with and without familial risk for dyslexia. Journal of Speech, Language, and Hearing Research. 44(4), 873-85.
Mostafa, E. & Ahmed, E. (2019). Public awareness of delayed language development in Upper Egypt. The Egyptian Journal of Otolaryngology, 34:94-102.
Paul, R. & Norbury, C.F. (2012). Language Disorders from Infancy through Adolescence. Missouri: Elseiver.
Pappas, N.W., McLeod, S., McAllister, L. & McKinnon, D. H. (2008). Parental involvement in speech intervention: a national survey. Clinical Linguistics & Phonetics, 22(4–5), 335–344.
Roberts, M.Y. & Kaiser, A.P. (2015). Early intervention for toddlers with language delays: a randomized controlled trial. Pediatrics, 135(4), 686-693.
Sunderajan, T. & Kanhere, S.V. (2019). Speech and language delay in children: Prevalence and risk factors. Journal of Family Medicine and Primary Care, 8(5), 1642.
Sachse, S. & Von Suchodoletz, W. (2008). Early identification of language delay by direct language assessment or parent report? Journal of Developmental & Behavioral Pediatrics, 29(1), 34-41.
Toğram, B. & Maviş, İ. (2009). Aileler, Öğretmenler ve Dil ve Konuşma Terapistlerinin Çocuklardaki Dil ve Konuşma Bozukluklarına Yönelik Tutum ve Bilgilerinin Değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10 (1), 71-85.
Thal, D.J. & Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. Journal of Speech, Language, and Hearing Research, 35(6), 1281-1289.
Thal, D. J., Tobias, S. & Morrison, D. (1991). Language and gesture in late talkers: A 1-year follow-up. Journal of Speech & Hearing Research, 34(3), 604-612.
Vigil, D. C., Hodges, J. & Klee, T. (2005). Quantity and quality of parental language input to late-talking toddlers during play. Child Language Teaching and Therapy, 21(2), 107-122.
Whitehouse, A. J., Mattes, E., Maybery, M. T., Sawyer, M. G., Jacoby, P., Keelan, J. A. & Hickey, M. (2012). Sex‐specific associations between umbilical cord blood testosterone levels and language delay in early childhood. Journal of Child Psychology and Psychiatry, 53(7), 726-734.
Ward, S. (1999). An investigation into the effectiveness of an early intervention method for delayed language development in young children. Int J Lang Commun Disord, 34, 243–264. Zubrick, S. R., Taylor, C. L., Rice, M. L. & Slegers, D. W. (2007). Late language emergence at 24 months: An epidemiological study of prevalence, predictors, and covariates. Journal of Speech, Language, and Hearing Research, 50(6), 1562-92.

A Comparison of The Level of Knowledge of Mothers And Preschool Teachers About Delayed Language

Yıl 2020, Cilt: 3 Sayı: 1, 61 - 90, 09.05.2020

Yasemin Yolal Duru Ahsen Erim Esra Nur Küçük

Öz

Introduction: The impact of language development on academic and social skills is well known. For this reason, the ‘wait and see’ approach, which was used by some experts in the previous century, has recently lost its impact. Although many of the children with delayed language may catch up with their peers, some of them continue to have speech and language problems. Therefore, differential diagnosis and early intervention are very important for possible deviations in speech and language development. Preschool teachers can be the first to recognize the child with delayed language in their classrooms and guide the family. Also, mothers are thought to be the most appropriate person to catch the possible developmental deviations on children. It is stated that awareness of the delayed language is very important for the child to benefit from early intervention processes. In light of this, the purpose of this study is to compare the awareness and knowledge levels of mothers and preschool teachers living in Turkey about delayed language. Method: The participants were 408 preschool teachers and 1076 mothers from various cities in Turkey. A questionnaire of 29 questions was prepared by the researchers for data collection. The questionnaire assesses the knowledge level of the causes, prognosis, evaluation, and the intervention of delayed language and also activities that can be used for supporting the speech and language development. The questionnaires were delivered to the participants via the internet. Independent samples t-test and Pearson correlation were used to analyze the data. Results: The correct answers of preschool teachers to the questionnaire questions were found to be significantly higher than the correct answers of the mothers. However, in some items, the correct response rates of both groups were found to be low. “Learning two languages at the same time in young children will cause delayed speech’, ‘Therapy for the delayed language will mainly include oral motor exercises’ and ‘If there is no additional problem in the child who has delayed language than the child will always catch his/her peers’ items had the least correct response rate in both groups. Conclusion: It is recommended that arrangements be made in order to increase the awareness about delayed language for the public at large. Since teachers seem to be more knowledgable about delayed language, mothers appear to need special attention. Also, in light of the literature, suggestions were made for future research.

Anahtar Kelimeler

awareness, delayed language, developmental language disorder, early intervention, speech delay

Kaynakça

ASHA (American Speech-Language-Hearing Association) (2019). Late Blooming or Language Problem. https://www.asha.org/public/speech/disorders/Late-Blooming-or-Language-Problem/. 17.09.2019.
ASHA (American Speech-Language-Hearing Association) (2019). Late Language Emergence.https://www.asha.org/Practice-Portal/Clinical-Topics/Late-Language-Emergence/. 17.09.2019.
Bates, E. & Dick, F. (2002). Language, gesture, and the developing brain. Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology, 40(3), 293-310.
Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A.J.O., & Fey, M.E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237-255.
Clark, A., Ohare, A. & Watson J. (2007). Severe receptive language disorder in childhood: familial aspects and long-term outcomes: results from a Scottish study. Arch Dis Child, 92, 614–619.
Carpenter, M., Tomasello, M. & Striano, T. (2005). Role reversal imitation and language in typically developing infants and children with autism. Infancy, 8(3), 253-278.
Duff, D., Tomblin, B.J. (2018). Literacy as an Outcome of Language Development and its Impact on Children’s Psychosocial and Emotional Development. Encyclopedia on Early Childhood Development [online]. http://www.child-encyclopedia.com/language-development-and-literacy/according-experts/literacy-outcome-language-development-and-its. 20.09.2019.
Dale, P.S., Price, T.S., Bishop, D.V. & Plomin, R. (2003). Outcomes of early language delay. Journal of Speech, Language, and Hearing Research, 46(3), 544-60.
Dale, P.S. & Fenson, L. (1996). Lexical development norms for young children. Behavior Research Methods, Instruments & Computers, 28(1), 125-127.
Hawa, V.V. & Spanoudis, G. (2014). Toddlers with delayed expressive language: An overview of the characteristics, risk factors and language outcomes. Research in developmental disabilities, 35(2), 400-407.
Kaiser, A. P., & Roberts, M. Y. (2013). Parents as communication partners: An evidence-based strategy for improving parent support for language and communication in everyday settings. Perspectives on Language Learning and Education, 20(3), 96-111.
Letts, C. & Hall, E. (2003). Exploring early years professional’s knowledge about speech and language and development and impairment. Child Language Teaching and Therapy, 19, 211–229.
Lyytinen, P., Poikkeus, A. M., Laakso, M. L., Eklund, K. & Lyytinen, H. (2001). Language development and symbolic play in children with and without familial risk for dyslexia. Journal of Speech, Language, and Hearing Research. 44(4), 873-85.
Mostafa, E. & Ahmed, E. (2019). Public awareness of delayed language development in Upper Egypt. The Egyptian Journal of Otolaryngology, 34:94-102.
Paul, R. & Norbury, C.F. (2012). Language Disorders from Infancy through Adolescence. Missouri: Elseiver.
Pappas, N.W., McLeod, S., McAllister, L. & McKinnon, D. H. (2008). Parental involvement in speech intervention: a national survey. Clinical Linguistics & Phonetics, 22(4–5), 335–344.
Roberts, M.Y. & Kaiser, A.P. (2015). Early intervention for toddlers with language delays: a randomized controlled trial. Pediatrics, 135(4), 686-693.
Sunderajan, T. & Kanhere, S.V. (2019). Speech and language delay in children: Prevalence and risk factors. Journal of Family Medicine and Primary Care, 8(5), 1642.
Sachse, S. & Von Suchodoletz, W. (2008). Early identification of language delay by direct language assessment or parent report? Journal of Developmental & Behavioral Pediatrics, 29(1), 34-41.
Toğram, B. & Maviş, İ. (2009). Aileler, Öğretmenler ve Dil ve Konuşma Terapistlerinin Çocuklardaki Dil ve Konuşma Bozukluklarına Yönelik Tutum ve Bilgilerinin Değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10 (1), 71-85.
Thal, D.J. & Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. Journal of Speech, Language, and Hearing Research, 35(6), 1281-1289.
Thal, D. J., Tobias, S. & Morrison, D. (1991). Language and gesture in late talkers: A 1-year follow-up. Journal of Speech & Hearing Research, 34(3), 604-612.
Vigil, D. C., Hodges, J. & Klee, T. (2005). Quantity and quality of parental language input to late-talking toddlers during play. Child Language Teaching and Therapy, 21(2), 107-122.
Whitehouse, A. J., Mattes, E., Maybery, M. T., Sawyer, M. G., Jacoby, P., Keelan, J. A. & Hickey, M. (2012). Sex‐specific associations between umbilical cord blood testosterone levels and language delay in early childhood. Journal of Child Psychology and Psychiatry, 53(7), 726-734.
Ward, S. (1999). An investigation into the effectiveness of an early intervention method for delayed language development in young children. Int J Lang Commun Disord, 34, 243–264. Zubrick, S. R., Taylor, C. L., Rice, M. L. & Slegers, D. W. (2007). Late language emergence at 24 months: An epidemiological study of prevalence, predictors, and covariates. Journal of Speech, Language, and Hearing Research, 50(6), 1562-92.

Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Konular	Sağlık Kurumları Yönetimi
Bölüm	Araştırma Makalesi
Yazarlar	Yasemin Yolal Duru Ahsen Erim Esra Nur Küçük Bu kişi benim
Yayımlanma Tarihi	9 Mayıs 2020
Yayımlandığı Sayı	Yıl 2020 Cilt: 3 Sayı: 1

Kaynak Göster

APA	Yolal Duru, Y., Erim, A., & Küçük, E. N. (2020). Anneler ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması. Dil Konuşma Ve Yutma Araştırmaları Dergisi, 3(1), 61-90.
AMA	Yolal Duru Y, Erim A, Küçük EN. Anneler ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması. DKYAD. Mayıs 2020;3(1):61-90.
Chicago	Yolal Duru, Yasemin, Ahsen Erim, ve Esra Nur Küçük. “Anneler Ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması”. Dil Konuşma Ve Yutma Araştırmaları Dergisi 3, sy. 1 (Mayıs 2020): 61-90.
EndNote	Yolal Duru Y, Erim A, Küçük EN (01 Mayıs 2020) Anneler ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması. Dil Konuşma ve Yutma Araştırmaları Dergisi 3 1 61–90.
IEEE	Y. Yolal Duru, A. Erim, ve E. N. Küçük, “Anneler ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması”, DKYAD, c. 3, sy. 1, ss. 61–90, 2020.
ISNAD	Yolal Duru, Yasemin vd. “Anneler Ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması”. Dil Konuşma ve Yutma Araştırmaları Dergisi 3/1 (Mayıs 2020), 61-90.
JAMA	Yolal Duru Y, Erim A, Küçük EN. Anneler ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması. DKYAD. 2020;3:61–90.
MLA	Yolal Duru, Yasemin vd. “Anneler Ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması”. Dil Konuşma Ve Yutma Araştırmaları Dergisi, c. 3, sy. 1, 2020, ss. 61-90.
Vancouver	Yolal Duru Y, Erim A, Küçük EN. Anneler ve Okul Öncesi Öğretmenlerin Gecikmiş Konuşmaya Yönelik Bilgi Düzeylerinin Karşılaştırılması. DKYAD. 2020;3(1):61-90.

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