Difficulties in Supporting Language Skills of Children with Developmental Delays and Children at Risk: Preschool Teacher Opinions

Mehmet İnce; Emine Özmen

Makale detayları

Difficulties in Supporting Language Skills of Children with Developmental Delays and Children at Risk: Preschool Teacher Opinions

Yazarlar:

Mehmet İnce | Emine Özmen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim | Konuşma Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3148-3169

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336964

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 Children make signifigant progress in their language skills in the first four years their lifes. Supporting language skills in the early stages leads to positive impacts on childrens future academic and social success.In this context especially enriching the educational content provided to children in the preschool period is necessary for supporting language skills. Therefore, meeting the needs of preschool teachers, who will support childrens language skills, and addressing their challenges is essential. The aim of this research is to identify the problems, needs, and solution proposals of preschool teachers in supporting the language skills of children at developmental risk. This research was conducted according to the case study design among qualitative research methods. Data for the research were collected through semi-structured interviews, document analysis, and researchers diary. The collected data were analyzed and interpreted through content analysis. Seven themes were obtained as a result of the analysis of the data obtained. According to the research findings, teachers have identified children at developmental risk with educational and cognitive difficulties, low learning abilities, and the inability to complete developmental stages expected for their age. Teachers pointed out that difficulties in language skills can negatively affect childrens social relationships, academic success and overall quality of life. Teachers have emphasized the importance of collaboration with families and experts while using various methods and activities to support childrens language and communication skills. They have made various suggestions for addressing their informational and educational needs and solving their problems. The research findings have been discussed in relation to the relevant literature, and recommendations for practice and further research have been provided.

 Children make signifigant progress in their language skills in the first four years their lifes. Supporting language skills in the early stages leads to positive impacts on childrens future academic and social success.In this context especially enriching the educational content provided to children in the preschool period is necessary for supporting language skills. Therefore, meeting the needs of preschool teachers, who will support childrens language skills, and addressing their challenges is essential. The aim of this research is to identify the problems, needs, and solution proposals of preschool teachers in supporting the language skills of children at developmental risk. This research was conducted according to the case study design among qualitative research methods. Data for the research were collected through semi-structured interviews, document analysis, and researchers diary. The collected data were analyzed and interpreted through content analysis. Seven themes were obtained as a result of the analysis of the data obtained. According to the research findings, teachers have identified children at developmental risk with educational and cognitive difficulties, low learning abilities, and the inability to complete developmental stages expected for their age. Teachers pointed out that difficulties in language skills can negatively affect childrens social relationships, academic success and overall quality of life. Teachers have emphasized the importance of collaboration with families and experts while using various methods and activities to support childrens language and communication skills. They have made various suggestions for addressing their informational and educational needs and solving their problems. The research findings have been discussed in relation to the relevant literature, and recommendations for practice and further research have been provided.

 Children make signifigant progress in their language skills in the first four years their lifes. Supporting language skills in the early stages leads to positive impacts on childrens future academic and social success.In this context especially enriching the educational content provided to children in the preschool period is necessary for supporting language skills. Therefore, meeting the needs of preschool teachers, who will support childrens language skills, and addressing their challenges is essential. The aim of this research is to identify the problems, needs, and solution proposals of preschool teachers in supporting the language skills of children at developmental risk. This research was conducted according to the case study design among qualitative research methods. Data for the research were collected through semi-structured interviews, document analysis, and researchers diary. The collected data were analyzed and interpreted through content analysis. Seven themes were obtained as a result of the analysis of the data obtained. According to the research findings, teachers have identified children at developmental risk with educational and cognitive difficulties, low learning abilities, and the inability to complete developmental stages expected for their age. Teachers pointed out that difficulties in language skills can negatively affect childrens social relationships, academic success and overall quality of life. Teachers have emphasized the importance of collaboration with families and experts while using various methods and activities to support childrens language and communication skills. They have made various suggestions for addressing their informational and educational needs and solving their problems. The research findings have been discussed in relation to the relevant literature, and recommendations for practice and further research have been provided.

 Çocuklar yaşamlarının ilk dört yılında dil becerilerinde önemli ilerlemeler gerçekleştirirler. Erken dönemde dil becerilerini desteklemek, çocukların ileriki dönem akademik ve sosyal anlamda daha başarılı olmalarına yönelik olumlu etkiler sağlamaktadır. Özellikle çocuklara okul öncesi dönemde sağlanan eğitimin içeriği bu anlamda zenginleştirilmeli dil becerileri desteklenmelidir. Bunun için okul öncesi dönem çocukların dil becerilerini destekleyecek olan öğretmenlerin gereksinimlerinin karşılanması ve yaşadıkları sorunların giderilmesi gerekmektedir. Bu çalışmanın amacı; okul öncesi öğretmenlerinin gelişimsel risk grubunda olan çocukların dil becerilerini desteklenmede yaşadıkları sorunların, gereksinimlerin ve çözüm önerilerinin belirlenmesidir. Bu amaç doğrultusunda çalışmada nitel araştırma yöntemlerinden durum çalışması desenine göre desenlenmiştir. Çalışmanın verileri, yarı yapılandırılmış görüşmeler, doküman incelemeleri ve araştırmacı günlüğü yoluyla toplanmıştır. Toplanan veriler, içerik analizi ile analiz edilmiş ve yorumlanmıştır. Elde edilen verilerin analizi sonucunda yedi tema elde edilmiştir. Çalışma sonuçlarına göre öğretmenler gelişimsel risk altındaki çocukları eğitimsel ve bilişsel zorluklar, öğrenme becerilerindeki zayıflıklar ve yaşlarına göre beklenen gelişim aşamalarını tamamlayamama durumları ile tanımlamışlardır. Öğretmenler dil becerilerindeki güçlüklerin çocukların sosyal ilişkilerini, akademik başarılarını ve genel yaşam kalitelerini olumsuz etkileyebileceğine dikkat çekmişlerdir. Bu anlamda katılımcı öğretmenler, çocukların dil becerilerinin desteklenmesi için çeşitli yöntem ve etkinlikler kullanırken aynı zamanda aile ve uzmanlarla iş birliğinin önemine değinmişlerdir. Son olarak bilgi ve eğitim ihtiyaçlarına vurgu yaparak gereksinimlerine ve yaşadıkları sorunların çözümüne yönelik çeşitli önerilerde bulunmuşlardır. Çalışma bulguları ilgili alanyazın ile ilişkilendirilerek tartışılmış ve uygulama ve araştırmaya yönelik öneriler verilmiştir.

Makale detayları

Difficulties in Supporting Language Skills of Children with Developmental Delays and Children at Risk: Preschool Teacher Opinions

Yazarlar:

Mehmet İnce | Emine Özmen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim | Konuşma Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3148-3169

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336964

pISSN:

2602-2850

Developmental risk

language skills

preschool teacher

case study

qualitative research.Gelişimsel risk

dil becerileri

okul öncesi öğretmeni

durum çalışması

nitel araştırma.

Sayı

Makale detayları

Yazarlar: Mehmet İnce | Emine Özmen

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Okul Öncesi Eğitim | Konuşma Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3148-3169

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001336964

pISSN: 2602-2850

Sayı

Yazarlar:

Mehmet İnce | Emine Özmen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim | Konuşma Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3148-3169

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336964

pISSN:

2602-2850