The role of parents in the speech therapy work with early age children having delay in speech development in a bilingual environment

Irina Aleksandrovna Yudina; Nariyana Vasilyevna Stepanova; Agrafena Dmitriyevna Ivanova

Irina Aleksandrovna Yudina Institute of Pedagogy’s Special (Defectological), Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia
Nariyana Vasilyevna Stepanova Institute of Pedagogy’s Special (Defectological), Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia
Agrafena Dmitriyevna Ivanova (Defectological) Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia

Keywords: Early age, delay in speech development, bilingualism, speech therapy work, parents’ pedagogical competence.

Abstract

The study is relevant as the active involvement of parents in the speech therapy work with children with delay in speech development in a bilingual environment is particularly important in the context of the developing system of early support in Russia. The article describes the methodology and results of the experiment aimed at revealing the level of pedagogical competence of parents with children with delay in speech development in a bilingual environment. The aim of the research is to substantiate theoretically and prove the role of parents in speech therapy work with early age children with delay in speech developmental (DSD) in the conditions of bilingualism. Among the research methods are the analysis of scientific, scientific-methodical and psychological-pedagogical literature; the questionnaire survey for parents aimed at identifying their competence in the field of speech development of early age children with DSD in a bilingual environment. In addition, the parents’ answers to the questions in the adapted questionnaire of the Sprachstandstest Russisch für mehrsprachige Kinder. Russian language proficiency test for multilingual children were taken into account. The results of the experiment were analyzed. Results of the study: the role of parents in the correctional and developmental work with early age children with DSD in the conditions of bilingualism was revealed. Components of pedagogical competence of parents in the field of speech development of early age children with DSD in the conditions of bilingualism are determined and their criteria are formulated. The interrelation and interdependence of components of pedagogical competence are determined. The contribution of the research is that it reveals the regularities in forming of components of parents’ pedagogical competence within the process of organizing the interaction between them and a speech therapist. Considering these regularities enhances the efficiency of the early support with the maximum realization of the family’s correctional potential.

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Author Biographies

Irina Aleksandrovna Yudina, Institute of Pedagogy’s Special (Defectological), Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia

Candidate of Pedagogical Sciences, Head of the Institute of Pedagogy’s Special (Defectological), Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia

Nariyana Vasilyevna Stepanova, Institute of Pedagogy’s Special (Defectological), Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia

Masters’ programmer student and senior lecturer at the Institute of Pedagogy’s Special (Defectological), Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia

Agrafena Dmitriyevna Ivanova, (Defectological) Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia

Senior lecturer at the Institute of Pedagogy’s Special (Defectological) Education Department, Ammosov North-Eastern Federal University, Yakutsk, Russia

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