| Abstract [eng] |
The theoretical analysis of scientific, pedagogical literature, research analysis, conducted by foreign authors about pre–school children language development and peculiarities when they have specific language impairment analysis of narrative skills and its‘ development strategies have been accomplished in this thesis. A questionnaire survey method was applied in the research. Its goal was to analyse the peculiarities of pre–school children, undergoing language impairment, narrative skills development issues when providing speech therapy support. Statistical data and qualitative content analysis have been applied. 150 speech therapists, educating pre–school children with specific language impairment working in various workplaces, participated in the research. The empirical part analyses: the most important narrative skills, which remain the priority in language development while applying speech therapy aids; children‘s with underdeveloped speech skills development specificalities when applying speech therapy aid; speech therapists‘ most frequently applied strategies to develop various narrative skills. The major empirical reserch conclusions: 1. Speech therapists infer that children with language disorder are characterised by the deficiencies in the following spheres: narrative skills alongside with grammar correctness and lexis. Less afected spheres are visual attention, minor motor, behavioural and emotional disorders. Speech therapists estimate that the most important narrative skills are: a faculty of telling about the event, the character, the setting and the sequence of the events, a faculty of retelling, based on personal experience and picture talk skills. 2. The goal of developement of narrative skills in children with specific language disorder is follows: to develop narrative skills, based on correct grammar and expand one‘s vocabulary. Also, huge emphasis is placed on these narrative skills: answering questions, retelling according to the pictures given, retelling, based on personal experience, describing objects by attributes. Narrative skills are trained by combining individual work with group work, applying various aids such as (pictures, toys and photos). 3. When applying 4 language development strategies these narrative skills are developed most frequently: 1) narrative story and event reconstruction strategy: retelling, based on experience, explanation of the situation and event announcement. 2) descriptive story creation strategy: description of a person‘s appearance and things, animals, the inside of accommodation, speaking about an object according to a speech therapist‘s example and/or a plan. 3) a creative narrative based on a plot development strategy: telling a spontaneous story on any topic, creating an ending for a story a speech therapist has initiated. 4) a fairy tale creation strategy: creation of a fairy tale, engaging several children while answering questions, creation of a new a fairy tale, applying well known characters, who find themselves in different situations and locations. Applying various narrative skills development strategies, specialists pay the least attention to the development of these skills: recreation of the text one has heard, autonomous retelling according to the plan; creation of the beginning for the story which has an ending given and which is initiated by the speech therapist, a fantasy based fairy tale creation. |
