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Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri

Yıl 2023, Cilt: 6 Sayı: 2, 34 - 51, 31.12.2023

Öz

Bu çalışmada gelişimsel dil gecikmesi tanılı çocuğu olan annelerin çocuklarıyla olan ilişkilerinin ve etkileşimlerinin serbest oyun yoluyla değerlendirilmesi amaçlanmıştır. Çalışma grubu amaçlı örneklem yoluyla seçilmiştir. Nitel veri toplama yöntemlerinden yapılandırılmış gözlem tekniği kullanılmıştır. Araştırmaya 36-48 aylık, gelişimsel konuşma gecikmesi tanılı, özel eğitime devam eden yirmi çocuk ile anneleri dâhil edilmiştir. Anneler ve çocuklar serbest oyun esnasında videoya kaydedilmiş ve bu kayıtlar izlenerek, Ebeveyn Çocuk Oyun Gözlem Formu yardımıyla kodlanmıştır. Sonuçlara göre, annelerin yarıya yakınının çocuktan gelen mesajları anladığı, oyuncakları çocuğa tanıttığı, oyunda yaptıklarını ona anlattığı, çocuk konuşurken onun sözünü kesmediği ve çok az bir kısmınınsa oyuncakların isimlerini çocuğa söylediği, oyunda çocuğun ne yaptığını ona anlattığı, çocuğun söylediğini tekrar ettiği, kullandığı kelimeyi genişlettiği, cümleden sonra durarak konuşması için çocuğa fırsat tanıdığı, konuşulanı anladığına yönelik jest, mimik kullandığı, oyundaki süreci çocuğa anlatmadığı, oyun süresince ses iniş ve çıkışlarına dikkat etmediği gözlemlenmiştir. Ayrıca annelerin tamamının çocukla net, anlaşılır konuşmasının yanı sıra oyun hakkında işlevsel bir yorum yapmadığı, çocuğun duygularını ifade etmediği; yarıdan fazlasınınsa çocuğun öğrenmesini desteklediği ve çocuğa ismiyle seslendiği gözlemlenmiştir. Sonuç olarak anne-çocuk iletişiminin ve etkileşiminin bir çocuğun dilinin gelişiminde önemli bir değişken olduğu ve anne tarafından kullanılan dil becerilerini destekleyici stratejilerin çocuğun dil gelişimine etkisi olduğu tespit edilmiştir.

Destekleyen Kurum

Çalışma süresince herhangi bir kurumdan destek alınmamıştır.

Teşekkür

Çalışmamıza katılan anne ve çocuklarına teşekkürlerimizi sunarız.

Kaynakça

  • Alston, E. & James-Roberts, I. S. (2005). Home environments of 10-month-old infants selected by the WILSTAAR screen for pre-language difficulties. International Journal of Language and Communication Disorders, 40 (2), 123-36. https://doi.org/10.1080/13682820400006861.
  • Amerikan Psikiyatri Birliği (2014). Ruhsal Bozuklukların Tanısal Ve Sayımsal El Kitabı (dsm-5), Tanı Ölçütleri Başvuru Elkitabı. (Çev. Köroğlu, E.) Ankara: Hekimler Yayın Birliği. (Özgün çalışma 2013)
  • Baldwin, P. & Fleming, K. (2006). Teaching literacy through drama creative approaches. London: Routledge Falmer.
  • Bannard, C., Klinger, J. & Tomasello, M. (2013). How selective are 3-year-olds in imitating novel linguistic material? Developmental Psychology, 49 (12), 2344–2356.
  • Baumer, S., Ferholt, B. & Lecusay, R. (2005). Promoting narrative competence through adult-child joint pretense: Lessons from the Scandinavian educational practice of playworld. Cognitive Development, 20 (4), 576–590
  • Beitchman, J. H. & Brownlie, E. (2014). Language Disorders in Children and Adolescent. Boston: Hogrefe Publishing.
  • Bettio, C.D.B., Bazon, M. R & Schmidt, A. (2019). Risk and protective factors for language development delay. Psicol. Estud. 24. Doi: 10.4025/1807-0329e41889. Accessed 23.01.2023
  • Bloom, L. (1993). The Transition From Infancy to Language: Acquiring the Power of Expression. Cambridge University Press. https://doi.org/10.1017/CBO9780511752797. Accessed 25.11.2022
  • Bloom, L. (1998). Language acquisition in its developmental context. Handbook of Child Psychology: Vol. 2, Cognition, Perception, and Language, 309-370. John Wiley & Sons, Inc.
  • Brand, R. J., Baldwin, D. A. & Ashburn, L. A. (2002). Evidence for 'motionese': Modifications in mothers' infant- directed action. Developmental Science, 5 (1): 72–83 https://doi.org/10.1111/1467-7687.00211. Accessed 27.12.2022
  • Conti-Ramsden, G., Hutcheson, G. D. & Grove, J. (1995) Contingency and breakdown: children with SLI and their conversations with mothers and fathers. Journal of Speech and Hearing Research, 38(6): 1290–1302.
  • Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education. (8th. Ed.) New York: Routledge.
  • Dennis, L. R. & Stockall, N. (2014) Using play to build the social competence of young children with language delays: Practical guidelines for teachers. Early Childhood Education Journal 43(1): 1-7.
  • Dunham, P. J., Dunham, F. & Curwin, A. (1993) Joint-attentional states and lexical acquisition at 18 months. Developmental Psychology, 29 (5): 827–831.
  • Dunn, J, Brown, J. & Beardsall, L. (1991) Family talk about feeling states and children's later understanding of others' emotions. Developmental Psychology. 27 (3): 448-455.
  • Fernald, A., Taeschner, T., Dunn, J., Papousek, M., De Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers' and fathers' speech to preverbal infants. Journal of Child Language, 16(3), 477-501. doi:10.1017/S0305000900010679.
  • Gardner, F. (2000). Methodological issues in the direct observation of parent–child interactions: do observational findings reflect the natural behavior of participants? Clinical Child and Family Psychology. Review, 3 (3): 185–198.
  • Guralnick, M. J., Neville, B., Hammond, M. A. & Connor, R. T. (2008). Mothers’ social communicative adjustments to young children with mild developmental delays. American Journal on Mental Retardation. 113 (1): 1-18
  • Hammer, J, Tomblin, B., Zhang, A. L, & Weiss, C. (2001). Relationship between parenting behaviours and Specific Language Impairment in children. International Journal of Language and Communication Disorders, 36 (2): 185-205.
  • Hart, B., & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Brookes Publishing.
  • Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The Contribution of Early Communication Quality to Low-Income Children's Language Success. Psychological Science, 26 (7), 1071–1083. https://doi.org/10.1177/0956797615581493
  • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review 26 (1): 55-88 https://doi.org/10.1016/j.dr.2005.11.002.
  • Hoff, E. & Naigles, L. (2002). How children use ınput to acquire a lexicon. Child Development. 73(2), 418–433. https://doi.org/10.1111/1467-8624.00415.
  • Hurtado, N, Marchman, M. A. & Fernald, A. (2008). Does ınput ınfiuence uptake? Links between maternal talk, processing speed, and vocabulary size in spanish-learning children. Developmental Science 11 (6): 31-39.
  • Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M. & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27(2), 236–248. https://doi.org/10.1037/0012-1649.27.2.236.
  • Kağıtçıbaşı, Ç. (1982). The Changing Value of Children in Turkey. Yayın no 60-E. Honolulu: East-west Center.
  • Krippendorff, K. (1995). On the Reliability of Unitizing Continuous Data. Sociological Methodology, 25: 47-76. https://doi.org/10.2307/271061.
  • Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology. (2nd ed.) Thousand Oaks, CA: Sage.
  • Krippendorff, K. (2011). Computing Krippendorff‟s alpha reliability. http://repository.upenn.edu/asc_papers/43. Accessed: 12.08.2022
  • Law, J., Boyle, J., Harris, F., Harkness, A. & Nye, C. (2000). The feasibility of universal screening for primary speech and language delay: Findings from a systematic review of the literature. Developmental Medicine and Child Neurology, 42 (3) :190–200.
  • Letts, C., Edwards, S., Sinka, I., Schaefer. B. & Gibbons, W. (2013). Socio-economic status and language acquisition: children’s performance on the new Reynell developmental language scales. International Journal of Language and Communication Disorders 48 (2): 31–14 DOI: 10.1111/1460-6984.12004.
  • Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321.
  • Mastergeorge, A. M. (2013). Speech and language disorders in childhood: A neurodevelopmental perspective. In R. L. Hansen & S. J. Rogers (Eds.), Autism and other neurodevelopmental disorders. 257–282. American Psychiatric Publishing, Inc.
  • Mclaughlin, M.R. (2011). Speech and language delay in children. American family physician. 83 (10): 1183-1188. McLeod, S., McAllister, L., McCormack, J., & Harrison, L. J. (2014). Applying the World Report on Disability to children's communication. Disability and rehabilitation, 36(18), 1518–1528. https://doi.org/10.3109/09638288.2013.833305.
  • Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257. https://doi.org/10.1111/jcpp.12573
  • Norbury, F. C. & Paul, R. (2015). Disorders of speech, language, and communication. A. Thapar, D. S. Pine, J. F. Leckman, S. Scott, M. J. Snowling, E. Taylor (Ed.) Rutter's Child and Adolescent Psychiatry. (6th ed.) 683-701 West Sussex, U.K. John Wiley & Sons, Ltd.
  • O'Brien, M. & Nagle, K. (1987). Parents' speech to toddlers: The effect of play context. Journal of Child Language, 14 (2): 269-279.
  • Rescorla, L. & Fechnay, T. (1996). Mother–child synchrony and communicative reciprocity in late-talking children. Journal of Speech and Hearing Research, 39 (1): 200–208. https://doi.org/10.1044/jshr.3901.200.
  • Roberts, M. Y. & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech Language Pathology, 20 (3): 180-199. https://doi.org/10.1044/1058-0360(2011/10-0055).
  • Saletta, M. & Windsor, J. (2015). Communication disorders in ınfants and toddlers. C.H. Zeanah Jr. (Ed.). Handbook of Infant Mental Health. (4th ed.) 338- 349. New York, The Guilford Press.
  • Santrock, J. W. (2014). Yaşam Boyu Gelişim (Çev. Ed. G Yüksel) Ankara, Nobel kitabevi.
  • Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language. 24 (1): 123–138.
  • Shafer, V.L & Garrido-Nag, K. (2007). The Neurodevelopmental Bases of Language. E. Hoff and M. Shatz (Ed.). Blackwell Handbook of Language Development. 21-46 Oxford. Blackwell Publishing Ltd
  • Siu, A. L., & US Preventive Services Task Force. (2015). Screening for speech and language delay and disorders in children aged 5 years or younger: US Preventive Services Task Force statement. Pediatrics, 136(2), e474–e481. https://doi.org/10.1542/peds.2015-1711. Accessed: 11.11.2022.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (2002). Maternal responsiveness and early language acquisition. In R. V. Kail & H. W. Reese (Eds.) Advances in Child Development and Behavior, Vol. 29, 89–127. Academic Press. https://doi.org/10.1016/S0065-2407(02)80052-0.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1991). Individual variation, correspondence, stability, and change in mother and toddler play. Infant Behavior and Development, 14 (2): 143–162.
  • Tamis-LeMonda, C. S., Baumwell, L., & Kuchirko, Y. (2014). Parental responsiveness and scaffolding of language development. P. J. Brooks, V. Kempe, V. (Ed.) Encyclopedia of Language Development. 429-431. DOI:10.4135/9781483346441. ISBN: 1452258767.
  • Tamis-LeMonda, C. S., Kuchirko, Y. A., Escobar, K., & Bornstein, M. H. (2019). Language and play ın parent–chıld ınteractıons. M.H. Bornstein (Ed.) Handbook of Parenting. Vol. 5. The Practice of Parenting. (3rd ed.) 189-214 New York, Routledge.
  • Thorpe, K., Rutter, M., & Greenwood, R. (2003). Twins as a natural experiment to study the causes of mild language delay: II: Family interaction risk factors. Journal of Child Psychology and Psychiatry. 44 (3). 342–355.
  • Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten. Journal of Speech, Language, and Hearing Research, 40(6) 1245- 1260. https://doi.org/10.1044/jslhr.4006.1245.
  • 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.
  • Yıldırım, A., ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
  • Welch, E., Fees, B., & Murray, A. D. (2003). Parent-Toddler play ınteraction and its relation to the home environment. Undergraduate Research Journal for the Human Sciences. Vol 2. https://publications.kon.org/urc/welch.html. Accessed: 11.11.2022.
  • Whitebread, D. (2012). The Importance of Play. University of Cambridge. April: 1–55.
  • Wood, E. (2010). Developing ıntegrated pedagogical approaches to play and learning. In P. Broadhead, J. Howard and E. Wood (Ed.), Play and Learning in the Early Years. 9-25. London: SAGE Publications.
  • Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S., & Yapanel, U. (2009). Teaching by listening: the ımportance of adult-child conversations to language development. Pediatrics. 124 (1) 342–349

The Relationship of Children with Developmental Language Delay with their Mothers in the Play Process

Yıl 2023, Cilt: 6 Sayı: 2, 34 - 51, 31.12.2023

Öz

In this study, it was aimed to evaluate the relationships and interactions of mothers with children with developmental language delay with their children through free play. The study group of the research was selected through purposeful sampling. The structured observation technique, which is one of the qualitative data collection methods, was used. Twenty children with a diagnosis of developmental speech delay between the ages of 36-48 months and attending special education and their mothers were included in the study. Mothers and children were videotaped during free play and these images were coded as “yes” or “no” over the items in the Parent Child Play Observation Form. According to the results obtained from the observation form, almost half of the mothers understood the messages from the child, introduced the toys used in the game to the child, did not interrupt when the child was talking, told the child what they had done in the game, and also very few of the mothers expanded the word used by the child, told the names of the toys to the child, repeated what the child said. It was observed that he stopped after the sentence and gave the child the opportunity to speak, explained what the child was doing in the game, used gestures and facial expressions to indicate that the child understood what he was talking about, did not explain the game, and did not pay attention to the ups and downs of the voice during the game. In addition, it was observed that all of the mothers did not make a functional comment to the child about the game, did not express the child's feelings and spoke clearly and clearly with the child, while more than half of the mothers supported the child's learning in a way that could be observed concretely and called the child by name. As a result, it has been determined that mother-child communication and interaction is an important variable in the development of a child's language and the strategies used by the mother to support language skills are effective on the child's language development.

Kaynakça

  • Alston, E. & James-Roberts, I. S. (2005). Home environments of 10-month-old infants selected by the WILSTAAR screen for pre-language difficulties. International Journal of Language and Communication Disorders, 40 (2), 123-36. https://doi.org/10.1080/13682820400006861.
  • Amerikan Psikiyatri Birliği (2014). Ruhsal Bozuklukların Tanısal Ve Sayımsal El Kitabı (dsm-5), Tanı Ölçütleri Başvuru Elkitabı. (Çev. Köroğlu, E.) Ankara: Hekimler Yayın Birliği. (Özgün çalışma 2013)
  • Baldwin, P. & Fleming, K. (2006). Teaching literacy through drama creative approaches. London: Routledge Falmer.
  • Bannard, C., Klinger, J. & Tomasello, M. (2013). How selective are 3-year-olds in imitating novel linguistic material? Developmental Psychology, 49 (12), 2344–2356.
  • Baumer, S., Ferholt, B. & Lecusay, R. (2005). Promoting narrative competence through adult-child joint pretense: Lessons from the Scandinavian educational practice of playworld. Cognitive Development, 20 (4), 576–590
  • Beitchman, J. H. & Brownlie, E. (2014). Language Disorders in Children and Adolescent. Boston: Hogrefe Publishing.
  • Bettio, C.D.B., Bazon, M. R & Schmidt, A. (2019). Risk and protective factors for language development delay. Psicol. Estud. 24. Doi: 10.4025/1807-0329e41889. Accessed 23.01.2023
  • Bloom, L. (1993). The Transition From Infancy to Language: Acquiring the Power of Expression. Cambridge University Press. https://doi.org/10.1017/CBO9780511752797. Accessed 25.11.2022
  • Bloom, L. (1998). Language acquisition in its developmental context. Handbook of Child Psychology: Vol. 2, Cognition, Perception, and Language, 309-370. John Wiley & Sons, Inc.
  • Brand, R. J., Baldwin, D. A. & Ashburn, L. A. (2002). Evidence for 'motionese': Modifications in mothers' infant- directed action. Developmental Science, 5 (1): 72–83 https://doi.org/10.1111/1467-7687.00211. Accessed 27.12.2022
  • Conti-Ramsden, G., Hutcheson, G. D. & Grove, J. (1995) Contingency and breakdown: children with SLI and their conversations with mothers and fathers. Journal of Speech and Hearing Research, 38(6): 1290–1302.
  • Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education. (8th. Ed.) New York: Routledge.
  • Dennis, L. R. & Stockall, N. (2014) Using play to build the social competence of young children with language delays: Practical guidelines for teachers. Early Childhood Education Journal 43(1): 1-7.
  • Dunham, P. J., Dunham, F. & Curwin, A. (1993) Joint-attentional states and lexical acquisition at 18 months. Developmental Psychology, 29 (5): 827–831.
  • Dunn, J, Brown, J. & Beardsall, L. (1991) Family talk about feeling states and children's later understanding of others' emotions. Developmental Psychology. 27 (3): 448-455.
  • Fernald, A., Taeschner, T., Dunn, J., Papousek, M., De Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers' and fathers' speech to preverbal infants. Journal of Child Language, 16(3), 477-501. doi:10.1017/S0305000900010679.
  • Gardner, F. (2000). Methodological issues in the direct observation of parent–child interactions: do observational findings reflect the natural behavior of participants? Clinical Child and Family Psychology. Review, 3 (3): 185–198.
  • Guralnick, M. J., Neville, B., Hammond, M. A. & Connor, R. T. (2008). Mothers’ social communicative adjustments to young children with mild developmental delays. American Journal on Mental Retardation. 113 (1): 1-18
  • Hammer, J, Tomblin, B., Zhang, A. L, & Weiss, C. (2001). Relationship between parenting behaviours and Specific Language Impairment in children. International Journal of Language and Communication Disorders, 36 (2): 185-205.
  • Hart, B., & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Brookes Publishing.
  • Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K., & Suma, K. (2015). The Contribution of Early Communication Quality to Low-Income Children's Language Success. Psychological Science, 26 (7), 1071–1083. https://doi.org/10.1177/0956797615581493
  • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review 26 (1): 55-88 https://doi.org/10.1016/j.dr.2005.11.002.
  • Hoff, E. & Naigles, L. (2002). How children use ınput to acquire a lexicon. Child Development. 73(2), 418–433. https://doi.org/10.1111/1467-8624.00415.
  • Hurtado, N, Marchman, M. A. & Fernald, A. (2008). Does ınput ınfiuence uptake? Links between maternal talk, processing speed, and vocabulary size in spanish-learning children. Developmental Science 11 (6): 31-39.
  • Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M. & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27(2), 236–248. https://doi.org/10.1037/0012-1649.27.2.236.
  • Kağıtçıbaşı, Ç. (1982). The Changing Value of Children in Turkey. Yayın no 60-E. Honolulu: East-west Center.
  • Krippendorff, K. (1995). On the Reliability of Unitizing Continuous Data. Sociological Methodology, 25: 47-76. https://doi.org/10.2307/271061.
  • Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology. (2nd ed.) Thousand Oaks, CA: Sage.
  • Krippendorff, K. (2011). Computing Krippendorff‟s alpha reliability. http://repository.upenn.edu/asc_papers/43. Accessed: 12.08.2022
  • Law, J., Boyle, J., Harris, F., Harkness, A. & Nye, C. (2000). The feasibility of universal screening for primary speech and language delay: Findings from a systematic review of the literature. Developmental Medicine and Child Neurology, 42 (3) :190–200.
  • Letts, C., Edwards, S., Sinka, I., Schaefer. B. & Gibbons, W. (2013). Socio-economic status and language acquisition: children’s performance on the new Reynell developmental language scales. International Journal of Language and Communication Disorders 48 (2): 31–14 DOI: 10.1111/1460-6984.12004.
  • Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321.
  • Mastergeorge, A. M. (2013). Speech and language disorders in childhood: A neurodevelopmental perspective. In R. L. Hansen & S. J. Rogers (Eds.), Autism and other neurodevelopmental disorders. 257–282. American Psychiatric Publishing, Inc.
  • Mclaughlin, M.R. (2011). Speech and language delay in children. American family physician. 83 (10): 1183-1188. McLeod, S., McAllister, L., McCormack, J., & Harrison, L. J. (2014). Applying the World Report on Disability to children's communication. Disability and rehabilitation, 36(18), 1518–1528. https://doi.org/10.3109/09638288.2013.833305.
  • Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257. https://doi.org/10.1111/jcpp.12573
  • Norbury, F. C. & Paul, R. (2015). Disorders of speech, language, and communication. A. Thapar, D. S. Pine, J. F. Leckman, S. Scott, M. J. Snowling, E. Taylor (Ed.) Rutter's Child and Adolescent Psychiatry. (6th ed.) 683-701 West Sussex, U.K. John Wiley & Sons, Ltd.
  • O'Brien, M. & Nagle, K. (1987). Parents' speech to toddlers: The effect of play context. Journal of Child Language, 14 (2): 269-279.
  • Rescorla, L. & Fechnay, T. (1996). Mother–child synchrony and communicative reciprocity in late-talking children. Journal of Speech and Hearing Research, 39 (1): 200–208. https://doi.org/10.1044/jshr.3901.200.
  • Roberts, M. Y. & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech Language Pathology, 20 (3): 180-199. https://doi.org/10.1044/1058-0360(2011/10-0055).
  • Saletta, M. & Windsor, J. (2015). Communication disorders in ınfants and toddlers. C.H. Zeanah Jr. (Ed.). Handbook of Infant Mental Health. (4th ed.) 338- 349. New York, The Guilford Press.
  • Santrock, J. W. (2014). Yaşam Boyu Gelişim (Çev. Ed. G Yüksel) Ankara, Nobel kitabevi.
  • Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language. 24 (1): 123–138.
  • Shafer, V.L & Garrido-Nag, K. (2007). The Neurodevelopmental Bases of Language. E. Hoff and M. Shatz (Ed.). Blackwell Handbook of Language Development. 21-46 Oxford. Blackwell Publishing Ltd
  • Siu, A. L., & US Preventive Services Task Force. (2015). Screening for speech and language delay and disorders in children aged 5 years or younger: US Preventive Services Task Force statement. Pediatrics, 136(2), e474–e481. https://doi.org/10.1542/peds.2015-1711. Accessed: 11.11.2022.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (2002). Maternal responsiveness and early language acquisition. In R. V. Kail & H. W. Reese (Eds.) Advances in Child Development and Behavior, Vol. 29, 89–127. Academic Press. https://doi.org/10.1016/S0065-2407(02)80052-0.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1991). Individual variation, correspondence, stability, and change in mother and toddler play. Infant Behavior and Development, 14 (2): 143–162.
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Ayrıntılar

Birincil Dil Türkçe
Konular Çocuk Gelişimi Eğitimi
Bölüm Makaleler
Yazarlar

Gönül ERDOĞAN 0000-0003-4010-0463

Fulya TEMEL 0000-0002-5375-3503

Erken Görünüm Tarihi 31 Aralık 2023
Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 2

Kaynak Göster

APA ERDOĞAN, G., & TEMEL, F. (2023). Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri. Eğitimde Yeni Yaklaşımlar Dergisi, 6(2), 34-51.
AMA ERDOĞAN G, TEMEL F. Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri. EYYAD. Aralık 2023;6(2):34-51.
Chicago ERDOĞAN, Gönül, ve Fulya TEMEL. “Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri”. Eğitimde Yeni Yaklaşımlar Dergisi 6, sy. 2 (Aralık 2023): 34-51.
EndNote ERDOĞAN G, TEMEL F (01 Aralık 2023) Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri. Eğitimde Yeni Yaklaşımlar Dergisi 6 2 34–51.
IEEE G. ERDOĞAN ve F. TEMEL, “Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri”, EYYAD, c. 6, sy. 2, ss. 34–51, 2023.
ISNAD ERDOĞAN, Gönül - TEMEL, Fulya. “Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri”. Eğitimde Yeni Yaklaşımlar Dergisi 6/2 (Aralık 2023), 34-51.
JAMA ERDOĞAN G, TEMEL F. Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri. EYYAD. 2023;6:34–51.
MLA ERDOĞAN, Gönül ve Fulya TEMEL. “Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri”. Eğitimde Yeni Yaklaşımlar Dergisi, c. 6, sy. 2, 2023, ss. 34-51.
Vancouver ERDOĞAN G, TEMEL F. Gelişimsel Dil Gecikmesi Tanılı Çocukların Oyun Sürecinde Anneleriyle Olan İlişkileri. EYYAD. 2023;6(2):34-51.