Språksvårigheter i förskolan : Hur kan språksvårigheter upptäckas och stimuleras?

Detta är en Uppsats för yrkesexamina på grundnivå från Karlstads universitet/Institutionen för pedagogiska studier (from 2013)

Sammanfattning: The aim of the study is to examine whether and how the children who have difficulties with the language receive the help they need from the preschool teachers in order to improve their language development. Interview of semi-structured model with five preschool teachers at different kindergartens in the same municipality was conducted, where the pedagogues experiences were requested which methods/routines they work with to detect if children have language problems and what methods/ tools they use to help and stimulate language development, and how they have worked with that has given the best language enhancement in children with language difficulties. The theoretical starting points in my study are sociokulturellt perspektiv, what child can be achieve with help without help, as well as phonological awareness that is the doctrine of the sound and its function. TRAS – the schedule Early registration of language development is a tool to promote language difficulties. It is also important to keep in mind that each child has their own language development rate. TRAS – the schedule is a useful tool with extensive questions, to identify what the child is struggling with and shows what is reasonable to be able to be in a certain age. TRAS is also a useful tool for detecting minor language problems. Babblarna and FonoMix used to stimulate language development in the municipality. Some kindergartens also use character support and support for supporting language development. Engaging high-quality reading and games with language elements increase the interest in communicating. Rhymes and chants can also increase language development. But most important is a good approach and to do something together with the kids.

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