| Abstract [eng] |
In the work, theoretical analysis of children’s preparedness for school, speech development and its determinants was carried out. A hypothesis was raised that the preparedness for school from the aspect of speech of first grade pupils with speaking and speech disorders is significantly determined by child’s social surroundings and speech therapist’s aid at preschool age. Using a questionnaire survey method and non-standardized speech assessment test, a research was conducted aimed at analyzing the determinants of preparedness for school from the aspect of speech of first grade pupils with speaking and speech disorders. Quantitative data analysis was carried out. The research included 131 first-grader with speaking or speech disorders from Raseiniai District comprehensive schools and 125 parents of these pupils. Empirical part of the research examined the preparedness for school from the aspect of speech of first grade pupils with speaking or speech disorders and revealed the attitude of parents towards child’s speech development, overcoming of difficulties and cooperation with speech therapist. It also analyzed the connection between social surroundings, aid provided by speech therapist at preschool age and child’s preparedness for school. Key conclusions of empirical research are the following: 1. Evaluation of the speaking and speech skills of first-graders revealed that pupils with speaking or speech disorders are not suitably prepared for school from the aspect of speech. 2. It can be assumed that one third of first-graders (these children did not receive speech therapist’s aid at preschool age) were not provided the opportunities to suitably prepare for school in terms of speech. 3. Preparedness for school from the aspect of speech is partially determined by the parents’ attitude and knowledge about child’s speaking or speech disorders – more than one third of parents did not have sufficient knowledge on these subjects. 4. Analysis of parents’ cooperation with speech therapist revealed that only one third of parents realized that cooperation between parents, educators and speech therapist might help the child to prepare for school. The remaining portion of parents transferred the entire responsibility upon the speech therapist – this has detrimental effect on suitable preparation of the child for school in terms of speech. 5. Social surroundings are relevant to the first-grader’s preparedness for school from the aspect of speech: • Children living in rural areas have fewer opportunities to receive adequate aid of speech therapist. Parents of these pupils have fewer opportunities to meet with the speech therapist helping their child to develop the speech. • Child’s preparedness for school is affected by parents’ education – more children with speaking or speech disorders were raised in families, where parents had secondary or lower education. • No significant connection has been revealed between the family composition, parents’ age and child’s preparedness for school from the aspect of speech. 6. The hypothesis that the preparedness for school from the aspect of speech of first grade pupils with speaking and speech disorders is significantly determined by child’s social surroundings and speech therapist’s aid at preschool age was partially confirmed. |
