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Psychological and speech therapy confluence in the recovery of phonological language disorders in preschoolers


Author: Haceatrean Olesea
Degree:doctor of psychology
Speciality: 19.00.10 - Special Psychology
Year:2022
Scientific adviser: Valentina Olarescu
doctor, professor, Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 16 December, 2022 at the meeting of the Scientific Council and now it is under consideration of the National Council.

Abstract

Adobe PDF document – 1.01 Mb / in romanian
Adobe PDF document – 1.02 Mb / in english

Thesis

CZU 373.2.015.3:376.36(043.3)

Adobe PDF document 7.54 Mb / in romanian
279 pages

Keywords

language disorder, phonological disorder, consciousness and phonological processing, phonetic-phonematic insufficiency, integrative psycho-logopedic program

Summary

ANNOTATION Haceatrean Olesea. Psychological and speech therapy confluence in the recovery of phonological language disorders in preschoolers. Doctoral thesis in psychology. Chisinau, 2022. Structure of the thesis: The thesis consists of: annotations, list of abbreviations, introduction, three chapters, general conclusions and recommendations, bibliography of 218 titles, 4 annexes, 134 pages of basic text, 32 figures and 35 tables. The obtained results are published in 12 scientific papers. Keywords: language disorder, phonological disorder, consciousness and phonological processing, phonetic-phonematic insufficiency, integrative psycho-logopedic program. Field of study: Psychology of language and communication. The purpose of the research: Recovery/remediation of the phonological disorder by applying the integrative psycho-logopedic program, with repercussion/impact/influence on language, cognitive, emotional processes, self-esteem and formation/education of the prerequisites for writing-reading, in preschool children aged 6-7 years. The expected objectives of the research: the in-depth study of the scientific literature in the field and the description, synthesis of the analyzed scientific data; structuring assessment tools; highlighting/distinguishing the particularities of phonological disorder and gender differences in the manifestation of phonological disorder in preschoolers; identifying the level of development of cognitive processes (memory, attention), emotional (anxiety), self-esteem, prerequisites for reading and writing in preschoolers with phonological disorder and typical development; establishing the existing correlations between the phonological disorder and the psychological age of language, cognitive and emotional processes, self-esteem; premises of reading-writing development in preschoolers with phonological disorder and typical development; the development and implementation of an integrative psycho-logopedic program in order to remedy the phonological disorder; experimental approval and evaluation of the impact of the integrative intervention, issuing recommendations for specialists regarding the early remediation of phonological disorders in preschoolers The obtained results that contribute to the solution of the important scientific problem consist in: the scientific systematization of the data from field research, the identification (strong/weak points), of the particularities of the development of phonological processing skills - pre-acquisitions/essential skills in the evolution of the mental processes of preschoolers of 6-7 years; remediation of phonological disorders through the development and application of an integrative psycho-logopedic program, directed on language disorders, cognitive and emotional processes, self-assessment of preschoolers with phonological disorders Scientific novelty and originality. For the first time, at the national level, an experimental comparative study of 6-7-year-old preschool children with phonological disorder and typical development was carried out, from the perspective of identifying the correlation between phonological disorder and other linguistic aspects, cognitive and emotional processes, and self-perception ; of gender differences in the manifestation of phonological disorder; conceptualized own definition of phonological disorder; an evaluation kit was structured for language, cognitive, emotional and self-assessment processes; the integrative psycho-linguistic program aimed at the remedy of the phonological disorder was implemented in parallel with the education of reading-writing premises, the development of cognitive, emotional and self-esteem processes. Theoretical significance. The research carried out contributes to supplementing the theoretical background of the psychological and speech-language sciences with information referring to the phonological/meta-linguistic aspect of language development in preschoolers; the integrative psycho-logopedic program represents a theoretical benchmark in the action of mental stimulation/development of the preschool child. The application value of the work consists in structuring of Preschool Assessment Kit, useful in the quick and accurate complex examination of 6-7 year old preschoolers; the elaborated, implemented and validated integrative psycho-logopedic program, oriented towards the remedy of phonological disorders by considering other aspects of language, cognitive, emotional processes and self-esteem of preschoolers with phonological disorder, can be taken over by specialists in early education and by parents; the psycho-linguistic integrative program can also be used as part of school preparation programs for preschoolers or first graders; theoretical and practical data and research conclusions can be sources of documentation for specialists (speech therapists, psychologists, educators), parents; can compile a best practice guide for specialists. Implementation of scientific results. The materials resulting from the research were highlighted during the joint meetings of the sessions of the Doctoral School of Psychology; in the published materials of scientific conferences, in specialized magazines, in the process of continuous and complementary training of psychologists and speech therapists in order to plan didactic activities; are recommended for the courses of Special Psychology, Speech Therapy, Speech Therapy Assistance for the preparation of students in Special Psychopedagogy and Master's students in Speech Therapy, UPSC "Ion Creangă."