Htqe.2022.66

https://doi.org/10.22364/htqe.2022.66 | 932-941 | PDF

Personalized Content in the Intervention Process – a Key to the Success in Speech Therapy for Pre-Schoolers

Sarmite Tubele
University of Latvia

Abstract. The paper is devoted to reveal the importance and necessity of the personalizd content for a child in the intervention process in speech therapy. Every child is special and unique; his interests and desires are important for speech therapist. Child has to be an active participant in speech therapy sessions. His strengths are the basement for the development. New knowledge for pre-schoolers is formed on the basis of the existing knowledge; it needs to be purposefully developed by teachers and this can be done if a child is engaging in the learning process. The active participation of a child in speech therapy sessions increases the child’s motivation and attachment to the task to be performed, thus contributing to a faster and more effective result. This research is topical according to the tendencies in teaching-learning and due to the education processes in pre-school. The aim of the study is to reveal the possibility to find effective approach in speeech therapy sessions for the pre-schoolers using materials interesting for them.
Methods used are: literature review, questionnaire for parents and observation of children in speech therapy sessions. Theoretical background is not only the personalized content; it is linked also with speech therapy, intervention process and children participating in speech therapy sessions.
Main findings reveal the improvement of the pronunciation of pre-school children and besides the satisfaction and good mood during all observed speech therapy sessions.

Keywords: intervention process, personalized content, pre-schoolers, speech therapy, speech therapy sessions

In: Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2022
ISBN 978-9934-18-911-1