| Abstract [eng] |
The theoretical analysis carried out in the thesis revealed that children with language delay face problems with verbal expression due to the approach to language culture in multilingual families, slightly poorer vocabulary than the children of usual development, and the inability to pass on information in a consistent manner and to narrate coherently and logically. These problems may be solved during art workshops, where conditions are provided for developing children’s vocabulary, enhancing their motor functions, forming images, developing social skills, and acquiring experience in artistic expression. The hypothesis is advanced that it is likely that art enriches the vocabulary of children with language delay. Research using the method of action was conducted, aiming at exploring the effect of art workshops on the verbal expression of children with delayed language development. Using the results of the analysis of literature, art workshops were organised where the manifestations of artistic expression as inspiration and encouragement of verbal expression were observed. Four children of pre-school age (6 years of age) with language delay participated in the research. The results of encouraging the verbal expression of children with language delay were analysed in the empirical part of the thesis, as well as the content and phenomenographic analyses conducted led to the following main conclusions of the research: 1. The observation of art workshops revealed that the enrichment of vocabulary and development of more expressive and suggestive language in the group researched are encouraged by direct effect: providing conditions for a child to ask, play more freely, act, create, speak about his piece of art, and surprise his friends and teachers and involving the child in the observation of various natural phenomena. 2. The phenomenographic analysis of the spoken language of the group researched revealed the following characteristics of expression that allow us to understand which information received at art workshops children with language delay use in their speech: asking questions, narrating, replying to the teacher’s questions, children’s memories, images, figurative speech, and comparisons. 3. Content analysis of spoken language showed the following changes in verbal expression of the group researched: to compare the results prior to and after verbal expression was inspired, the number of words used increased in the speech of the group researched; the number of parts of speech increased insignificantly. |
