Addressing Language Development Barriers: A Pedagogical Approach for Young Children With Speech Delay

DOI

10.2991/assehr.k.200808.015How to use a DOI?

Keywords

Pedagogical approach, speech delay, young children

Abstract

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.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Dewi Fitriani
AU  - Agus Prayogo
PY  - 2020
DA  - 2020/08/10
TI  - Addressing Language Development Barriers: A Pedagogical Approach for Young Children With Speech Delay
BT  - Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019)
PB  - Atlantis Press
SP  - 81
EP  - 85
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200808.015
DO  - 10.2991/assehr.k.200808.015
ID  - Fitriani2020
ER  -