StatusThe thesis was presented on the 25 June, 2010
Approved by NCAA on the 6 October, 2010
Abstract– 0.45 Mb / in romanian
1.67 Mb /
The research approaches a number of actual problems concerning the psychological preparation for school of children with speech disorders. The thesis consists of: an introduction, three chapters, conclusions, a bibliography containing 195 sources; 15 appendices, 126 pages of text, 56 tables, 22 figures, and 9 drawings. The results obtained have been circulated in 12 scholarly publications.
The research goal consists in identifying the particularities of personality in children with speech disorders from different educational media; analysing how they impact the level of psychological readiness for school in these children; planning and implementing psycho-pedagogical models of intervention to be used during the psychological preparation of these children for school. We shall mention some of the objectives: measuring the level of speech development in children with speech disorders; defining the peculiar personality particularities and the level of psychological readiness for school in children with speech disorders from different educational media; preparing, implementing and assessing a number of psycho-pedagogical models of intervention to be used during the psychological preparation for school of children with speech disorders.
Scientific novelty and originality. It is for the first time that the issue of children with speech disorders is viewed within their psychological preparation for school. The levels of speech development and psychological preparation for school are established; the peculiar personality particularities of children from different educational media are defined. The thesis offers a new perspective over the psychological preparation for school of children with speech disorders, which consists in their inclusion in groups of children with normally developed speech and the use of psycho-pedagogical models of intervention with a developing impact on children’s personalities.
The theoretical significance of the of the thesis is expressed in the offering of information about the connection between speech disorders and the personality peculiarities of children marked by these disorders, and the impact on their psychological readiness for school; in the contribution to the development of special psychology through a synthesis of material pertinent to the psychological preparation of children for school; in the description of the peculiar personality particularities of the preschoolers with speech disorders from different educational media.
The applicative value of the research. The psycho-pedagogical models of intervention can be recommended to preschool institutions educators in order to improve the educational process and to preschool institutions managers, who can apply them when uniting children in groups. The psycho-pedagogical models comprising activities of psycho-correction and psycho-gymnastics, as well as activities for behaviour control and regulation can be included in manuals and other instructive materials for preschool educators. They may also constitute the basis of a methodological guide for speech therapists, educators, parents, coordinators of centres for the early development of children.
Practical implementation. The psycho-pedagogical models were implemented in a kindergarten in Tighina and in activities of the Center for Early Childhood Development CeCeFel in Chisinau. The results of the research may be integrated in the university-level course of Speech Therapy, as well as in the further instruction of specialists.