magistrsko delo
Tina Camloh (Author), Damjana Kogovšek (Mentor), Tanja Kocjančič Antolík (Co-mentor)

Abstract

Logoped mora pri delu s predšolskimi otroki sodelovati tudi z njihovimi starši ali skrbniki, ki so pomembne osebe, ki otroka spodbujajo k sodelovanju in vaji, s čimer lahko močno vplivajo na njegov napredek. Starši imajo pogosto drugačna pričakovanja do logopedske obravnave, kot jih imajo logopedi, kar lahko vpliva na slabšo uspešnost logopedske obravnave. Poznavanje pričakovanj staršev logopedom pomaga, da prilagodijo svoje delo in s tem vplivajo na pozitiven odnos s starši ter hitrejši napredek otroka. Namen magistrskega dela je ugotoviti, kakšna so pričakovanja in mnenja staršev do logopedske obravnave na petih področjih: 1. prisotnost staršev na obravnavi; 2. lastnosti logopeda in njegov odnos z otrokom; 3. komunikacija med starši in logopedom; 4. rezultati obravnave ter 5. izvajanje logopedskih vaj doma. Zanimalo nas je, ali prihaja do razlik v pričakovanjih staršev glede na dokončano stopnjo izobrazbe starša, predhodne izkušnje z logopedskimi obravnavami, ustanovo, v kateri otrok obiskuje logopeda ter časom vključenosti otroka v logopedsko obravnavo. Oblikovali smo lastni anketni vprašalnik in ga poslali staršem otrok, ki obiskujejo logopeda v vrtcu ali zdravstvenem domu. Rezultati na vzorcu 85 staršev so pokazali, da imajo starši precej raznolika pričakovanja do logopedske obravnave. Nekateri sploh ne želijo biti prisotni na obravnavi, drugi starši bi obravnavo radi le opazovali, spet tretji pa si želijo, da jih logoped informira o možnih načinih pomoči otroku. Vsem staršem se zdi pomembno, da je logoped do njihovega otroka spoštljiv, prijazen, iskren ter da z njim vzpostavi pozitiven in sodelovalen odnos. Večina staršev pričakuje, da jih bo logoped aktivno poslušal in z njimi govoril na prilagojen način, z manj strokovno terminologijo. Z logopedom si želijo komunicirati predvsem osebno. Starši se zavedajo, da bo otrok hitreje napredoval, če bodo sodelovali z logopedom, vendar je vseeno nekaj staršev mnenja, da bo logoped sam odpravil govorno-jezikovne težave njihovega otroka. Nekateri starši pričakujejo, da njihov otrok ob koncu logopedskih obravnav ne bo imel več nobenih težav na govorno-jezikovnem področju, drugi pa pričakujejo, da lahko kakšne težave še vedno ostanejo tudi po koncu obravnav. Vsi starši pričakujejo, da jim bo logoped dal nasvete in vaje, ki jih bodo doma izvajali z otrokom. Pomembnejših razlik glede na različne neodvisne spremenljivke v pričakovanjih staršev nismo opazili. Na temo sodelovanja med starši in logopedi v Sloveniji še ni bilo izvedeno veliko raziskav, zato je to področje še relativno slabo raziskano. Obstoječa raziskava nam tako omogoča osnovni uvid v to tematiko, hkrati pa odpira nova vprašanja in možnosti za raziskovanje.

Keywords

starši;logopedi;sodelovanje z logopedom;vrtec;zdravstveni dom;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Camloh]
UDC: 616.89-008.434(043.2)
COBISS: 219545347 Link will open in a new window
Views: 24
Downloads: 3
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Other data

Secondary language: English
Secondary title: Expectations of parents of pre-school children from speech and language therapy
Secondary abstract: In working with preschool children, a speech language pathologist should also work with their parents or guardians, as they play important role in encouraging their child to participate and practice, which can have a significant impact on his or her progress. Parents often have different expectations of speech therapy goals in comparison with speech language pathologist, which can affect the performance of the therapy. Knowing the expectations of the parents can help speech language pathologists to adjust their work and thus have effect on a more positive relationship with parents and faster progress of the child. The aim of this master’s thesis is to find out what are parents’ expectations and opinions of speech therapy in five areas: 1. parents’ presence at the session; 2. the characteristics of speech language pathologist and his/her relationship with the child; 3. communication between parents and speech language pathologist; 4. the results of the session; and 5. the implementation of speech therapy exercises at home. We were interested in whether there are differences in parents’ expectations depending on the level of education completed by the parents, previous experience with speech language therapy, the institution where the child sees the speech language pathologist and the time of child’s involvement in speech language therapy. Our own questionnaire was designed and sent it to parents of children with speech and language pathologist at their kindergarten or health centre. The results from a sample of 85 parents showed that parents have quite diverse expectations of speech therapy. Some parents do not want to be present at all, others would like to observe the treatment, and some would like to be informed by the speech and language pathologist about possible ways to help their child. All parents feel that it is important for the speech and language pathologist to be respectful, kind and honest with their child and to establish a positive and cooperative relationship with him/her. Most parents expect the speech and language pathologist to listen actively and to speak to them in a personalised way, using less professional terminology. They want to communicate with the speech and language pathologist primarily in person. Parents are aware that their child will make faster progress if they cooperate with a speech and language pathologist, but some parents still feel that the expert alone will solve their child's speech and language problems. Some parents expect that their child will no longer have any speech and language problems at the end of the speech therapy sessions, while others expect that some problems may still remain after the sessions have finished. All parents expect the speech and language pathologist to give them advice and exercises to do at home with their child. No significant differences were observed in parents' expectations according to the different independent variables. There has not been much research on the topic of cooperation between parents and speech and language pathologists in Slovenia, so this area is still relatively under-researched. This research gives us a basic insight into this topic, but also opens up new questions and avenues for research.
Secondary keywords: parents;speech and language pathologist;cooperation with speech and language pathologist;pre-school children;kindergarten;health centre;Govorna terapija;Predšolski otroci;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Logopedija in surdopedagogika
Pages: 1 spletni vir (1 datoteka PDF (IX, 81 str.))
ID: 25502391