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2013, vol. 62, br. 2, str. 216-233
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Povezanost porodičnih interakcija i razvoja govora
The relatedness between family interactions and speech development
Sažetak
Osnovna pretpostavka od koje se krenulo u ovom istraživanju jeste pretpostavka da su porodične interakcije povezane sa stepenom razvoja govora, odnosno da one utiču na napredak ili zaostajanje u razvoju govornih sposobnosti. Uzorak istraživanja čini 100 majki dece uzrasta između dve i šest godina iz predškolskih ustanova u Petrovcu na Mlavi, Krepoljinu i Žagubici. Za prikupljanje podataka o porodičnim interakcijama, po uzoru na McMaster model, korišćena je skraćena verzija upitnika Todosijevića koji ispituje otvorenu komunikaciju, emotivnu toplinu, zajedničko rešavanje problema, hostilitet, nered i otuđenje u porodičnim interakcijama. Za prikupljanje podataka o stepenu razvoja govora korišćen su upitnici stepena razvoja govora konstruisani za potrebe ovog istraživanja na osnovu normi govornog razvoja Ivića i saradnika, koji ispituju interakciju, aktivnost i pažnju dece u odnosu na verbalne naloge, razumevanje govora i ekspresivni govor. Pretpostavili smo da sve dimenzije porodičnih interakcija statistički značajno koreliraju sa dimenzijama razvoja govora. Ove pretpostavke su i potvrđene osim u slučaju korelacije otvorene komunikacije i interakcije, aktivnosti i pažnje, kao i u slučaju zajedničkog rešavanja problema i ekspresivnog govora. Rezultati upućuju na zaključak da porodica i porodične interakcije snažno utiču na celokupan govorni razvoj predškolskog deteta. Rezultati ukazuju i na značaj edukacije roditelja u savetovalištima, kao i u svim pedagoškim institucijama.
Abstract
A basic hypothesis from which we started our research was the assumption that family interactions are linked with the level of speech development, i.e. that they influence the progress or delay in the development of speaking skills. The sample included 100 mothers of children aged 2 - 6 from kindergartens in Petrovac na Mlavi, Krepoljin, and Žagubica. For collecting data about family interactions, following the McMaster Model, we used a shortened Todosijević's questionnaire, which examines open communication, emotional warmth, mutual problem solving, hostility, mess, and alienation in family interactions. For collecting data about the levels of speech development we used questionnaires especially designed according to the norms of speech development by Ilić and ass., which examine interaction, activity and attention of children to verbal errands, speech apprehension and expressive speech. We assumed that all dimensions of family interactions correlate statistically significantly with the dimensions of speech development. Our hypothesis was confirmed in all aspects except in the case of open correlation and interaction, activity and attention, mutual problem solving and expressive speech. The results indicate that family and family interactions have great influence on overall speech development of the preschool child, and stress the importance of educating parents in consultancies and pedagogic institutions.
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