Working in the Classroom with Young Children Who Stutter

Autor/inn/en	Panico, James; Daniels, Derek E.; Claflin, M. Susan
Titel	Working in the Classroom with Young Children Who Stutter
Quelle	In: Young Children, 66 (2011) 3, S.91-95 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Intervention; Stuttering; Language Impairments; Teacher Role; Communication Skills; Language Acquisition; Infants; Young Children; Speech Impairments; Classroom Techniques; Classroom Environment; Speech Language Pathology + Suchen Sie Ihr Suchwort? Stammer; Stottern; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Lehrerrolle; Kommunikationsstil; Sprachaneignung; Spracherwerb; Infant; Toddler; Toddlers; Kleinkind; Frühe Kindheit; Language handicps; Language impairments; Klassenführung; Klassenklima; Unterrichtsklima
Abstract	Young children develop the skills necessary for communication in infancy. Interactions with family members and other caregivers nurture and support those skills. Spoken (expressive) language progresses rapidly after a child's first word. A typical 2-year-old has an expressive vocabulary of approximately 150-300 words. Around this time, as they experience a language explosion, many children begin to exhibit normal disruptions within their speech, such as repeating sounds, syllables, and/or words. Children experience these disruptions because their vocabularies expand while they are still learning to coordinate the necessary mouth movements. Each child experiences this language explosion in a way that is unique to him or her. Some children develop communication skills at an earlier age than others. Early childhood educators may notice differences among the children in their program, and are likely at some point to interact with young children, particularly 3- to 8-year-olds, who exhibit speech and/or language disorders, including stuttering. Some educators may not have addressed speech and language disorders in their academic studies. In such cases they may feel apprehensive, uncertain, and possibly anxious about addressing the needs of children who stutter. This article offers an overview of stuttering and presents effective classroom intervention strategies to support the communication skills of young children between ages 3 and 8. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10