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首页> 外文会议>International Conference on Early Childhood Education and Parenting >Addressing Language Development Barriers: A Pedagogical Approach for Young Children With Speech Delay
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Addressing Language Development Barriers: A Pedagogical Approach for Young Children With Speech Delay

机译：寻址语言开发障碍：讲话延迟的幼儿的教学方法

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Speech delay is considered prevalent in young children and becomes significant attention among early childhood teachers since it may affect the communication and social skills of children. To deal with this problem, a pedagogical approach is carried out to facilitate teachers in helping young children with such hindrance. This study aims to investigate the pedagogical approach employed by the teacher to address the speech delay. A descriptive qualitative study is used to examine the implementation through interviews and observation. Teachers from identified schools with speech delay pupils were selected to participate in the study. The findings revealed a series of pedagogical treatments utilized for resolving the speech delay started from classroom management, teacher's modelling, small groups opportunity, big groups opportunity, teacher's scaffolding, and referral system.
机译：讲话延迟被认为是幼儿的普遍存在，因为它可能会影响儿童的沟通和社交技能，因此幼儿教师之间的重视。 为了解决这个问题，进行了一种教学方法，以促进教师帮助幼儿具有这种障碍。 本研究旨在调查教师解决演讲延迟的教学方法。 描述性定性研究用于通过面试和观察来检查实施。 选择来自讲话延迟学生的识别学校的教师参加该研究。 该研究结果揭示了一些用于解决从课堂管理，教师的建模，小组机会，大团体机会，教师脚手架和转诊系统开始的语音延迟的教学治疗方法。

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