Storytelling of pre-school children with speech and language impairmen

Sposobnost pripovedovanja zgodbe je pragmatična jezikovna veščina, ki se v predšolskem obdobju razvija zelo hitro. Za uspešno pripoved je hkrati potrebno upoštevati in usklajevati več zakonitosti in pravil govora in jezika. To je lahko težavno za otroke, pri katerih govorno-jezikovni razvoj ne poteka v skladu s splošnimi mejniki. Magistrsko delo preučuje značilnosti pripovedovanja zgodbe otrok z govorno-jezikovnimi motnjami, starih od štiri do šest let, ter jih primerja s pripovedovanjem enako starih otrok brez govorno-jezikovnih motenj. Teoretični del opisuje, kakšen je običajen razvoj pripovedovalnih zmožnosti v predšolskem obdobju ter kakšen je razvoj jezikovnih ravnin, ki jih pripovedovanje vključuje. Opisane so značilnosti otrok z govorno-jezikovno motnjo, kakšna so dosedanja dognanja v zvezi z njihovim pripovedovanjem ter kako v okviru logopedske diagnostike poteka ocenjevanje pripovedovanja. V sklopu empiričnega dela je bilo s pomočjo Preizkusa pripovedovanja: Rokavička ocenjeno pripovedovanje skupine od štiri do šest let starih otrok z govorno-jezikovno motnjo. Rezultati so bili primerjani s skupino otrok brez motenj. Otroci z govorno-jezikovno motnjo so dosegli statistično pomembno nižje rezultate na področju besednjaka, slovnične strukture in vsebinske strukture zgodbe in tudi pri večini posameznih kazalnikov zgodbe znotraj teh področij. Raziskava daje vpogled v pragmatične veščine otrok s težavami na področju govora in jezika ter pokaže, da je ocenjevanje pripovedovanja pomemben del logopedske diagnostike. Glede na rezultate raziskave otroci z govorno-jezikovnimi motnjami potrebujejo podporo tako pri širjenju besednjaka kot pri razvoju slovnične kompleksnosti ter oblikovanju celovite vsebine zgodbe.The ability to tell a story is a pragmatic language skill that develops very quickly in the preschool period. For a successful narration, it is necessary to observe and coordinate several laws and rules of speech and language at the same time. This can be troublesome for children whose speech and language development does not meet general milestones. The master\u27s thesis examines the characteristics of storytelling of children with speech and language disorders aged four to six years and compares them with the storytelling of children of the same age without speech and language disorders. The theoretical part describes what is the usual development of narrative abilities in the preschool period and what is the development of the language planes that storytelling involves. The characteristics of children with a speech and language disorder are described, what the current findings regarding their storytelling are and how the assessment of storytelling takes place within the framework of speech therapy diagnostics. As part of the empirical work, the storytelling of a group of four to six-year-old children with a speech and language disorder was assessed employing the Storytelling Test: Little Glove. The results were compared with a group of children without the disorder. Children with a speech-language disorder achieved statistically significantly lower scores in terms of vocabulary, grammatical structure, and content structure of the story, as well as in most individual indicators of the story within these areas. The research provides insight into the pragmatic skills of children with speech and language problems and shows that storytelling assessment is an important part of speech therapy diagnostics. According to the results of the research, children with speech and language disorders need support both in expanding their vocabulary and in developing grammatical complexity and shaping the overall content of the story