Metrika

  • citati u SCIndeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[]
  • posete u poslednjih 30 dana:1
  • preuzimanja u poslednjih 30 dana:1

Sadržaj

članak: 1 od 12  
Back povratak na rezultate
2022, vol. 13, br. 2, str. 193-205
Uticaj socijalne izolacije tokom pandemije COVID-19 na razvoj govora i jezika kod djece predškolskog uzrasta
aUniverzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju, Srbija
bUniverzitet u Istočnom Sarajevu, Medicinski fakultet, Foča, Republika Srpska, BiH

e-adresalukic0512@gmail.com
Ključne reči: govor; razvoj govora; socijalna izolacija; pandemija COVID-19 virusa; djeca predškolskog uzrasta
Sažetak
Govor je zvučni način komunikacije oblikovan ritmičkim jedinicama slogova, riječi i rečenice te je kao takav svojstven čovjeku, jedinom biću čiji su organi i psiha osposobljeni za ovaj proces. Usporenje razvoja govora se definiše kao pojava u kojoj dijete ne počinje sa govorom na vrijeme ili u obrascu govora postoje greške koje nisu primjerene u odnosu na dati kalendarski uzrast. Poznato je da su značajni faktori rizika za nastanak usporenja govora kod djece predškolskog uzrasta fizičke, a najčešće socijalno-emotivne prirode. Za normalan razvoj govora neophodno je da se dijete nalazi u ljudskom okruženju, pa zbog toga treba uvijek širiti krug osoba sa kojima djeca stupaju u kontakt. Cilj ovog rada je da pregledom postojeće literature prikaže radove koji su ispitivali uticaj socijalne izolacije u toku pandemije COVID-19 na predškolsku djecu, te na razvoj govora i jezika kod djece predškolskog uzrasta. Skoro nastala pandemija korona virusne infekcije (COVID-19) je dovela do toga da je većina zemalja svijeta uvela vanrednu situaciju, uvođenje karantina, zatvaranje javnih ustanova, a predškolske ustanove, vrtići i škole su zatvoreni u 172 zemlje. Ove epidemiološke mjere su dovele do socijalne izolacije i do pojave da djeca moraju da uče u kućnim uslovima, što se manifestovalo pojavom poteškoća u razvoju govora i jezika. Istraživanja su pokazala da su djeca za vrijeme pandemije u odnosu na period prije značajno više vremena provodila izložena televizijskim i kompjuterskim ekranima, a manje u igri i fizičkoj aktivnosti.
Reference
Naknadno pridodat članak: provera, normiranje i linkovanje referenci u toku.
Dobrota-Davidović N, Petrović-Lazić M, Vuković M. Diferencijalna dijagnostika poremećaja fluentnosti. In: Istraživanja u specijalnoj edukaciji i rehabilitaciji. Univerzitet u Beogradu: Fakultet za specijalnu edukaciju i rehabilitaciju; 2009. p. 41-54
Jovanović-Simić N, Duranović M, Petrović-Lazić M. Govor i glas. Univerzitet u Istočnom Sarajevu: Medicinski fakultet Foča; 2017
Vrsaljko S. Paleka P. Pregled ranoga govorno-jezičnoga razvoja. Odjel za izobrazbu učitelja i odgojitelja: Sveučilište u Zadru; 2019
Škarić I. Hrvatski izgovorni identitet. Govor 2007;24(2):79-90
Petz B. Psihologijski rječnik. Jastrebarsko: Naklada Slap; 2005
Radoman V. Jedan prilog proučavanju i proširivanju predmeta proučavanja psihologije jezika i psihologije jezičkih poremećaja. Psihologija 2011;3-4:375-82
Sunderajan T, Kanhere SV. Speech and language delay in children: Prevalence and risk factors. J Family Med Prim Care 2019;8(5):642-46
Brković A. Razvojna psihologija. Čačak: Regionalni centar za profesionalni razvoj zaposlenih u obrazovanju; 2011
Rade R. Poticanje ranog govorno-jezičnog razvoja. Zagreb: Foto marketing; 2003
Rožaj S. Razvoj govora i čimbenici koji utječu na njega. University of Pula: Faculty of Educational Sciences; 2017
Nikolić S, Škrinjarić J, Vidović V. Svijet dječije psihe: osnove medicinske dječije psihologije. Zagreb: Prosvjeta; 1996
Kotarac P. Razvoj govora. University of Zagreb: Faculty of Teacher Education; 2017
Starc B. Osobine i psihološki uvjeti razvoja djeteta predškolske dobi: priručnik za odgajitelje, roditelje i sve koji odgajaju djecu predškolske dobi. Zagreb: Golden marketing-Tehnička knjiga; 2004
Andrešić D, Benc Štuka N, Gugo Crevar N, Ivanković I, Mance V, Mesec I, et al. Kako dijete govori. Zagreb: Planet Zoe doo; 2010
Galović D. Usporeni razvoj govora kod djece predškolske dobi. PhD Thesis. University of Pula, 2018
Rathus S. Temelji psihologije. Naklada Slap: Jastrebarsko; 2001
Ape K, Masterson J, Posokhova I. Jezik i govor od rođenja do šeste godine: od glasanja i prvih riječi do početne pismenosti -potpuni vodič za roditelje i odgojitelje. Zagreb: Ostvarenje; 2004
Bratko D. Psihologija. Udžbenik za gimnazije. Zagreb: Profil International; 2001
Posokhova I. Razvoj govora i prevencija govornih poremećaja u djece: priručnik za roditelje: Zagreb: Ostvarenje; 1999
Crim C, Hawkins J, Thornton J, Rosof HB, Copley J, Thomas E. Early Childhood Educators' Knowledge of Early Literacy Development. Issues in Teacher Education 2008;17(1):17-30
Huang X, Wei F, Hu L, Wen L, Chen K. Epidemiology and clinical characteristics of COVID-19. Arch Iran Med 2020;23(4):268-71
Dunst C, Gorman E, Hamby D. Preference for infant-directed speech in preverbal young children. C Early LL 2012;5(1):1-13
Milošević N, Vuković M. Fonološka vještina kao determinanta definiranja i interpretacije fonološkog poremećaja. HRRI 2016;52(2):83-94
Jullien S. Screening for language and speech delay in children under five years. BMC Pediatr 2021;21(Suppl 1):362
Caesar LG, Ottley SW. Assessing communication, language, and speech in preschool children. In: Psychoeducational Assessment of Preschool Children. Routledge, 2020. p. 250-82
Kyle FE, Campbell R, Mohammed T, Coleman M, MacSweeney M. Speechreading development in deaf and hearing children: introducing the test of child speechreading. J Speech Lang Hear Res 2013;56(2):416-26
Shriberg LD, Fourakis M, Hall SD, Karlsson HB, Lohmeier HL, McSweeny JL, et al. Extensions to the speech disorders classification system (SDCS). Clinical Linguist Phon 2010;24(10):795-824
Utep.edu/chs/slp/_Files/docs/3-ASHA-Documents.pdf [homepage on the internet]. American Speech Language Hearing Association (ASHA); [updated 2022 July 8]. Available from: https:// www.asha.org/policy/. Accessed July 30, 2022
Wang W, Zhang J, Hennessy DA, Yin W. Do Only-Children Communicate Better Than Non-Only Children? J Comp Fam Stud 2020;51(1):84-109
Vigotski, LS. Mišljenje i govor. Beograd: Nolit; 1977
Apps.who.int [homepage on the internet]. Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age; [updated 2022 July 9]. Available from: https://apps. who.int/iris/handle/10665/311664/. Accessed July 31, 2022
Who.int [homepage on the internet]. Coronavirus disease 2019 (COVID-19) Weekly Operational Update on COVID-19; [updated 2022 July 9]. Available from: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/situation-reports/. Accessed July 31, 2022
Cdc.gov/ [homepage on the internet]. Symptoms of coronavirus; [updated 2022 July 8]. Available from: https://www.cdc.gov/. Accessed July 31, 2022
Lin Yingyi, Tremblay MS, Katzmarzyk PT, Fogelholm M, Hu G, Lambert EV, et al. Temporal and bi-directional associations between sleep duration and physical activity/sedentary time in children: Am international comparison. Prev Med 2018;111:436-41
Cdc.gov [homepage on the internet]. American Assessing Risk Factors for Severe COVID-19 Illness; [updated 2022 July 8]. Available from: https://www.cdc.gov/. Accessed July 31, 2022
Amidović B. Analiza anksioznosti i spremnosti na empatiju među učenicima srednjih škola, tokom pandemije COVID 19 u Crnoj Gori. University of Donja Gorica, 2020
Educacion.udd [homepage on the internet]. Sharma (2020). COVID-19 educational disruption and response. UNESCO; [updated 2022 July 9]. Available from: https://iite.unesco.org/wp-content/ uploads/2020/05/Guidance-on-Open-Educational-Practices-during-School-Closures-English-Version-V1_0.pdf/. Accessed July 31, 2022 Unesco. org [homepage on the internet]. COVID-19 educational disruption and response UNESCO [updated 2022 jul 9]. Available from: https://en.unesco.org/covid19/educationresponse/. Accessed July 31, 2022
Shonkoff JP, Garner AS, Committee on Psychosocial Aspects of Child and Family Health; Committee on Early Childhood, Adoption, and Dependent Care; Section on Developmental and Behavioral Pediatrics. The lifelong effects of early childhood adversity and toxic stress. Pediatrics 2012;129(1):e232-46
de Araújo LA, Veloso CF, Souza MDC, Azevedo JMCD, Tarro G. The potential impact of the COVID-19 pandemic on child growth and development: a systematic review. J Pediatr (Rio J) 2021;97(4):369-77
Daniel SJ. Education and the COVID-19 pandemic. Prospects (Paris) 2020;49(1-2):91-6
Viner RM, Russell SJ, Croker H, Packer J, Ward J, Stansfield C, et al. School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. Lancet Child Adolesc Health 2020;4(5):397-404
Charney SA, Camarata SM, Chern A. Potential impact of the COVID-19 pandemic on communication and language skills in children. Otolaryngol Head Neck Surg 2021;165(1):1-2
Reich J, Buttimer CJ, Fang A, Hillaire G, Hirsch K, Larke LR, et al. Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look. Massachussetts Institute of Technology, 2020
Kong M, Thompson LA. Considerations for young children and those with special needs as COVID-19 continues. JAMA Pediatrics 2020;174(10):1012
Harding C, Aloysius A, Bell N, Edney S, Gordon Z, Lewis H, et al. Reflections on COVID-19 and the potential impact on preterm infant feeding and speech, language and communication development. J Neonatal Nurs 2021;27(3):220-2
Darmiyanti A, Supriadi O, Nurlaeli A. The Impact of the Covid-19 Pandemic on Language and Social Development for Early Childhood Children age 4-6 years in Karawang District. Ind Journal ECES 2021;10(1):27-32
Bao X, Qu H, Zhang R, Hogan TP. Literacy loss in kindergarten children during COVID-19 School Closures. Georgia Tech 2020;29(5):2020
Kuhfeld M, Soland J, Tarasawa B, Johnson A, Ruzek E, Liu J. Projecting the potential impact of COVID-19 school closures on academic achievement. Educ Res 2020;49(8):549-65
Davies C, Hendry A, Gibson SP, Gliga T, McGillion M, Gonzalez-Gomez N. Early childhood education and care (ECEC) during COVID-19 boosts growth in language and executive function. Infant Child Dev 2021;30(4):e2241
Edweek.org/ [homepage on the internet]. Less learning time drives fears of academic erosion. Education Week [updated 2022 July 8]. Available from: https://www.edweek.org/teaching-learning/instruction-during-covid-19-less learningtime-drives-fears-of-academic-erosion/2020/05/. Accessed July 31, 2022
Kanero J, Aktan-Erciyes ASLI. Parental contributions to language development during the COVID-19. Sabanci University: Faculty of Arts and Social Sciences, 2021
Guan H, Okely AD, Aguilar-Farias N, Del Pozo Cruz B, Draper CE, El Hamdouchi A, et al. Promoting healthy movement behaviours among children during the COVID-19 pandemic. Lancet Child Adoslesc Health 2020;4(6):416-18
Lin Y, Tremblay MS, Katzmarzyk PT, Fogelholm M, Hu G, Lambert EV, et al. Temporal and bi-directional associations between sleep duration and physical activity/sedentary time in children: Am international comparison. Prev Med 2018;111:436-41
 

O članku

jezik rada: engleski
vrsta rada: pregledni članak
DOI: 10.5937/BII2202193L
primljen: 03.09.2022.
prihvaćen: 05.12.2022.
objavljen u SCIndeksu: 31.01.2023.
Creative Commons License 4.0

Povezani članci

Nema povezanih članaka