Informiranost roditelja, odgojitelja i pedijatara o miljokazima i varijabilnosti ranog jezičnog razvoja

master's thesis

• Title (english): Parents', kindergarten teachers' and pediatricians' awareness about milestones and variability in early language development
• Author: Petra Vukas
• Mentor: Melita Kovačević (mentor)
• Committee member: Melita Kovačević (predsjednik povjerenstva)
• Committee member: Marijan Palmović (član povjerenstva)
• Committee member: Draženka Blaži (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2022-09-08, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Rani jezični razvoj dinamičan je i složen proces koji čini podlogu za razvoj pismenosti, socijalni i emocionalni razvoj djeteta. Razvoj jezika u razdoblju ranog djetinjstva odvija se kroz faze obilježene miljokazima koju većina djece ostvaruje u određenom trenutku razvoja. Uz to, istraživanja pokazuju i prisutnost varijabilnosti u tom procesu koja svjedoči o individualnim razlikama među djecom. Osnovni cilj ovog istraživanja bio je istražiti postojanje razlike u informiranosti o miljokazima i varijabilnosti i ranog jezičnog razvoja i obilježjima prepoznavanja između roditelja, odgojitelja i pedijatara. Za potrebe istraživanja oblikovan je upitnik s tri verzije, po jednu za svaku skupinu sudionika, kojeg je anonimno ispunilo ukupno 176 roditelja, 100 odgojitelja i 100 pedijatara. Među roditeljima, 76 ih izdvojeno iz uzorka zbog odgovara na eliminacijska pitanja kojim su potvrdili da imaju dijete s kašnjenjem u razvoju i/ili jezičnim teškoćama i da imaju dijete školske dobi, čime su svi preostali sudionici u skupini bili roditelji djece urednog razvoja predškolske dobi. Rezultati istraživanja pokazali su da sudionici imaju nedovoljnu razinu informiranost o miljokazima i varijabilnosti jezičnog razvoja. Uz to, nije pronađena statistički značajna razlika između roditelja, odgojitelja i pedijatara u stupnjevima zabrinutosti za proizvodnju i razumijevanje jezika, unatoč profesionalnom usmjerenju odgojitelja i pedijatara na dječji razvoj. Pripadnost skupini također nije bila povezana s procjenama varijabilnosti proizvodnje i razumijevanje, niti je pronađena statistički značajna razlika u stupnju zabrinutosti s obzirom na procjenu varijabilnosti jezika. Većina sudionika indicirala je svojim odgovorima da bi u slučaju zabrinutosti za djetetov jezični razvoj tražili pomoć stručnjaka/uputili roditelje stručnjaku. Određena diskrepanca uočena je u odabiru stručnjaka pa je tako logoped bio naveden kao prvi stručnjak kojem bi se većina sudionika obratila u slučaju zabrinutosti za proizvodnju jezika, dok je za jezično razumijevanje najveći broj roditelja istaknuo pedijatra, najveći broj odgojitelja psihologa i najveći broj pedijatara neuropedijatra kao stručnjaka kojem bi se prvenstveno obratili za pomoć. Rezultati istraživanja svjedoče o potrebi za dodatnim edukacijama iz područja ranog jezičnog razvoja i prepoznavanja znakova jezičnih teškoća.

Abstract (english)

Early language development is a dynamic and complex process that forms the basis for the development of literacy, social and emotional development of the child. Language development in early childhood takes place through stages marked by milestones that most children achieve at a certain point in their development. In addition, research indicates the presence of variability in this process, which points to individual differences among children. The main goal of this research was to investigate the existence of differences in awareness about milestones and variability of early language development and recognition characteristics between parents, kindergarten teachers and pediatricians. For the purposes of the research, a questionnaire was created with three versions, one for each group of participants, which was filled out anonymously by a total of 176 parents, 100 kindergarten teachers and 100 pediatricians. Among the parents, 76 of them were separated from the sample because they answered elimination questions confirming that they have a child with developmental delay and/or language difficulties and that they have a child of school age, which means that all the remaining participants in the group were parents of typically developing children of preschool age. The results of the research showed that the participants had an insufficient level of awareness about milestones and variability of language development. In addition, no statistically significant difference was found between parents, kindergarten teachers and pediatricians in the degree of concern for language production and understanding, despite the professional focus of kindergarten teachers and pediatricians on child development. Group affiliation was also not related to production and comprehension variability assessments, nor was a statistically significant difference found in the degree of concern with respect to the language variability assessment. Most of the participants indicated in their answers that in case of concern about the child's language development, they would seek out an expert/refer the parents to an expert. A certain discrepancy was observed in the selection of experts, so the speech language pathologist was listed as the first expert most participants would turn to in case of concerns about language production, while for language understanding, the largest number of parents pointed out a pediatrician, the largest number of kindergarten teachers chose psychologists and the largest number of pediatricians listed neuropediatricians as experts to whom they would primarily turn to for help. The results of the research indicate the need for futher training in the area of early language development and identification of language difficulties.

• Keywords: razvojni miljokazi; varijabilnost; rani jezični razvoj; informiranost roditelja; informiranost odgojitelja; informiranost pedijatara
• Keywords (english): developmental milestones; variability; early language development; parents' awareness; kindergarten teachers' awareness; pediatricians' awareness
• Language: croatian
• URN:NBN: urn:nbn:hr:158:304824
• Study programme: Title: Graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-11-03 10:13:40