Speech Understanding by Children Diagnosed with Delayed Verbal Development in the Context of Family Functioning
Keywords:
verbal development, child's understanding of speech, family functioning, ego-resiliency
Abstract
The assumptions of the own research presented in the article refer to the socio-interactive approach that assumes that learning and proper language acquisition by a child require cognitive activity, proper progress in cognitive development, and active - resulting from social relations - observation of adult speech. The research assumptions also take into account the importance of the autoregulatory function of language and systemic understanding of the concept of family.
The aim of the study was to check the presence of the relationship between speech understanding by children with delayed verbal development and the various dimensions of their family functioning and ego-resiliency of parents.
The study included a group of 72 well-cognitively functioning Polish children aged 5-7 with a diagnosis of delayed verbal development and their families selected using random and nonprobability sampling. The children were examined using the Polish Picture Vocabulary Test – Comprehension - version A (PPVT-C). Functioning of the families of the examined children was operationalized by the results of FACES IV by D. Olson (the Polish version of the scale was used); while the Ego Resiliency Scale was used to study resilience.
The results of the conducted research indicate, among others, that families of children with lower scores on speech understanding present less favorable functioning profiles in the scope of selected dimensions of FACES -IV: Family Communication, Cohesion, Disengaged and Family Satisfaction. However, the relationship between the child's understanding of speech and other demographic variables such as parent's age, parent's gender, parent's education, marital status has not been confirmed.
It was recognized that the results of the research will allow in the future to optimize the therapeutic services offered to children with verbal development disorders and their families in their natural environment, as well as to allow the presentation of appropriate strategies to support speech development (especially speech understanding abilities) in children. The creation of a group representing a certain type of language disorder will allow a better adaptation of the training program to the specific difficulties experienced by a child, as well as allow for more effective involvement of parents in preventive measures.
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Haden, C. A., Ornstein, P. A., Eckerman, C. Didow, S. M (2001). Mother-Child Conversational
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środowiska w rozwoju małego dziecka – metody badania. Warszawa: Scholar.
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Kochanska, G., Woodard, J., Kim, S., Koenig, J., Yoon, J., Barry, R. (2010). Positive
socialization mechanisms in secure and insecure parent-child dyads: Two longitudinal studies. Journal of Child Psychology and Psychiatry, 9 (51), 998-1009.
Kurcz, I. (2005). Psychologia języka i komunikacji. Warszawa: SCHOLAR.
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Generalization of self-report scales based on personality descriptions from acquaintances, clinicians, and the self. Journal of Research in Personality, 39, 395–422.
Łuria, A.R. (1979). The making of mind: A personal account of Soviet psychology. Cambridge,
MA: Harvard University Press.
Lasota, A. (2017). Responsywność opiekuna a poczucie autonomii dziecka we wczesnym
dzieciństwie. Nauki o wychowaniu, red. L. Tylka, nr 5, s. 84–100.
Lasota, A. (2019). Od komunikacji niewerbalnej do werbalnej , [W:] (red.) M. Kielar-Turska,
S. Milewski, Logopedia XXI wieku. Język w biegu życia (p. 140-170), Gdańsk: Wyd. Harmonia.
Margasiński, A. (2009). Skale Oceny Rodziny (SOR). Polska adaptacja FACES IV - Flexibility
and Cohesion Evaluation Scales Davida H. Olsona. Podręcznik. Warszawa: Pracownia Testów Psychologicznych.
Margasiński, A. (2011). Model Kołowy i skale FACES jako narzędzie badania rodziny.
Historia, rozwój i zastosowanie. Częstochowa: Akademia im. Jana Długosza.
Massaro, D. W., & Cohen, M. M. (1993). The paradigm and the fuzzy logical model of
perception are alive and well. Journal of Experimental Psychology: General, 122(1), 115–124.
Newbury, D. F., and Monaco, A. P. (2010). Genetic advances in the study of speech and
language disorders. Neuron 68, 309–320.
Olson, D. H., Goral D. M. (2003). Circumplex Model of Maritaland Family Systems, [in:]
Normal Family Process. F.Walsh (ed.), 514-547, New York: Guildford.
Olson, D. H. (2000), Circumplex model of marital and family systems. Journal of Family
Therapy, 22, 144-167.
Olson, D. H., Goral D. M. (2003). Circumplex Model of Maritaland Family Systems, [in:]
Normal Family Process. F.Walsh (ed.), (p. 514-547), New York: Guildford.
Ostrowski, T. M. (2014). Resilience in the light of research and theoretical reflection. [in:] T.
M. Ostrowski, I. Sikorska (red.), Health and Resilience (p. 7-13). Kraków: Jagiellonian University Press.
Piaget, J. (2002). The Language and Thought of the Child. Abingdon: Routledge.
Pilarska, E. (2014). Neurologiczne podstawy zaburzeń mowy u dzieci. W: S. Milewski, J.
Kuczkowski, K. Kaczorowska-Bray (red.) Biomedyczne podstawy logopedii (s. 68–82). Gdańsk: Harmonia Universalis.
Sikorska, I. (2016). Odporność psychiczna w okresie dzieciństwa. Kraków: Wydawnictwo
Uniwersytetu Jagiellońskiego.
Snow C., E., Ferguson, Ch., A. (2013). Talking to Children: Language Input and Acquisition.
Cambridge University Press.
Tallal, P., Hirsch, L. S., Realpe-Bonilla, T., Miller, S., Brzustowicz, L. M., Bartlett, C., Flax,
J.F.(2001). Familial aggregation in specific language impairment. Journal of Speech, Language, and Hearing Research. 44 (5): 1172–1182.
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language
Acquisition, Harvard University Press.
Topczewska-Cabanek, A, Nitsch-Osuch, A., Dębska, Życińska, K., Wardyn, K.A. (2012).
Epidemiologia zaburzeń mowy u dzieci i młodzieży w wieku 0–18 lat hospitalizowanych w Mazowieckim Centrum Neuropsychiatrii i Rehabilitacji dla Dzieci i Młodzieży w Garwolinie. Family Medicine & Primary Care Review, 14, 2: 222–224.
Tugade, M. M., Fredrickson, B. L. (2004). Resilient Individuals Use Positive Emotions to
Bounce Back From Negative Emotional Experiences. Journal of Personality and Social Psychology, 86 (2), p. 320-333.
Vandell, D.L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., NICHD Early Child
Care Res. Network. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81(3):737–56.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the
development of children, 23(3), 34-41.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes.
Harvard university press.
Weitzman, E., & Greenberg, J. (2002). Learning Language and Loving It: A guide to promoting
children’s social, language, and literacy development in early childhood settings (2nd ed.). Toronto: The Hanen Centre.
Zhang, W., Yan, T.T., Barriball, K.L., While, A.E., Liu, X.H. (2015). Posttraumatic growth in
mothers of children with autism: A phenomenological study. Autism, 19(1), 29–37.
and separateness. Journal of Personality and Social Psychology, 70, 349-361.
Bowlby, J. (2007). Przywiązanie. Warszawa: PWN.
Bruner, J. (2010). Kultura edukacji. Kraków: Universitas.
Brzezińska, A., Matejczuk, J., Nowotnik, A. (2012). Wspomaganie rozwoju dzieci w wieku od
5 do 7 lat a ich gotowość do radzenia sobie z wyzwaniami szkoły. Edukacja, 1, 7-22.
Brzezińska, A. I., Matejczuk, J., Jankowski, P., Rękosiewicz, M. (red.) (2014a). 6latki w szkole.
Rozwój i wspomaganie rozwoju. Poznań: Wydawnictwo Fundacji Humaniora.
Brzezińska, A., Appet, K., Jabłoński, S., Wojciechowska, J., Ziółkowska, B. (red.). (2014b).
6latki w szkole. Edukacja i pomoc. Poznań: Wydawnictwo Fundacji Humaniora.
Brzezińska, A. (2014). Społeczna psychologia rozwoju. Warszawa: Wydawnictwo Naukowe
Scholar.
Brzezińska A.I., Rękosiewicz M. (2015). Early childhood development support from the
developmental psychology perspective. In: J. Bąbka, A. I. Brzezińska (red.), Early support for a child with a disability in the Polish and international perspective (p. 11-21). Toruń: Wydawnictwo Adam Marszałek.
Connor, K. M. (2006). Assessment of Resilience In the Aftermath of Trauma. The Journal of
Clinical Psychiatry, 67, 2: 46–49.
Chomsky, N. (2006). Language and Mind. New York: Cambridge University Press.
Davis, W., Broadhead, G. (2007). Ecological task analysis and movement. Champaign, IL:
Human Kinetics.
Crawford, K. (1996). Vygotskian approaches in human development in the information era.
Educational Studies in Mathematics, 31(1-2), 43-62.
Dyer, L. (2006). Mowa dziecka, Warszawa: Wydawnictwo K.E. Liber.
Fernald A, Kuhl P. (1987). Acoustic determinants of infant preference for Motherese speech.
Infant Behavior and Development, 10:279–93.
Evans, G. W., Li, D., & Whipple, S. S. (2013). Cumulative risk and child development.
Psychological Bulletin, 139(6), 1342–1396.
Fernald A, Perfors A, Marchman VA. (2006). Picking up speed in understanding: speech
processing efficiency and vocabulary growth across the 2nd year. Developmental Psychology, 42:98–116.
Gleason J. B., Ratner N. B. (2017). The development of language. Boston: Pearson.
Haden, C. A., Ornstein, P. A., Eckerman, C. Didow, S. M (2001). Mother-Child Conversational
Interactions as Events Unfold: Linkages to Subsequent Remembering. Child Development, 72(4), 1016-1031.
Haman, E., Fronczyk, K., Łuniewska, M. (2012). Obrazkowy Test Słownikowy– Rozumienie
OTSR. Podręcznik. Gdańsk: PTPiP.
Hernandez, L.M. and Blazer, D.G. (2006) Genetic, Environmental, and Personality
Determinants of Health Risk Behaviors. The National Academies Press (NAP), USA.
Hornowska, E., Brzezińska, A. I., Appelt, K., Kaliszewska-Czeremska, K. (2014). Rola
środowiska w rozwoju małego dziecka – metody badania. Warszawa: Scholar.
Jastrzębowska, G. (2005). Opóźnienie rozwoju mowy. In: T. Gałkowski, E. Szeląg i G.
Jastrzębowska (Red.). Podstawy neurologopedii. Podręcznik akademicki (s. 360–379). Opole: Wydawnictwo Uniwersytetu Opolskiego.
Kielar-Turska, M., Lasota, A. (2010). Strategie komunikacyjne stosowane przez matki
w interakcji z małym dzieckiem, Psychologia Rozwojowa, tom 15, nr 1, s. 47-60.
Kochanska, G., Woodard, J., Kim, S., Koenig, J., Yoon, J., Barry, R. (2010). Positive
socialization mechanisms in secure and insecure parent-child dyads: Two longitudinal studies. Journal of Child Psychology and Psychiatry, 9 (51), 998-1009.
Kurcz, I. (2005). Psychologia języka i komunikacji. Warszawa: SCHOLAR.
Letzring, T., Block, J., Funder, D.C. (2005). Ego-control and ego-resiliency:
Generalization of self-report scales based on personality descriptions from acquaintances, clinicians, and the self. Journal of Research in Personality, 39, 395–422.
Łuria, A.R. (1979). The making of mind: A personal account of Soviet psychology. Cambridge,
MA: Harvard University Press.
Lasota, A. (2017). Responsywność opiekuna a poczucie autonomii dziecka we wczesnym
dzieciństwie. Nauki o wychowaniu, red. L. Tylka, nr 5, s. 84–100.
Lasota, A. (2019). Od komunikacji niewerbalnej do werbalnej , [W:] (red.) M. Kielar-Turska,
S. Milewski, Logopedia XXI wieku. Język w biegu życia (p. 140-170), Gdańsk: Wyd. Harmonia.
Margasiński, A. (2009). Skale Oceny Rodziny (SOR). Polska adaptacja FACES IV - Flexibility
and Cohesion Evaluation Scales Davida H. Olsona. Podręcznik. Warszawa: Pracownia Testów Psychologicznych.
Margasiński, A. (2011). Model Kołowy i skale FACES jako narzędzie badania rodziny.
Historia, rozwój i zastosowanie. Częstochowa: Akademia im. Jana Długosza.
Massaro, D. W., & Cohen, M. M. (1993). The paradigm and the fuzzy logical model of
perception are alive and well. Journal of Experimental Psychology: General, 122(1), 115–124.
Newbury, D. F., and Monaco, A. P. (2010). Genetic advances in the study of speech and
language disorders. Neuron 68, 309–320.
Olson, D. H., Goral D. M. (2003). Circumplex Model of Maritaland Family Systems, [in:]
Normal Family Process. F.Walsh (ed.), 514-547, New York: Guildford.
Olson, D. H. (2000), Circumplex model of marital and family systems. Journal of Family
Therapy, 22, 144-167.
Olson, D. H., Goral D. M. (2003). Circumplex Model of Maritaland Family Systems, [in:]
Normal Family Process. F.Walsh (ed.), (p. 514-547), New York: Guildford.
Ostrowski, T. M. (2014). Resilience in the light of research and theoretical reflection. [in:] T.
M. Ostrowski, I. Sikorska (red.), Health and Resilience (p. 7-13). Kraków: Jagiellonian University Press.
Piaget, J. (2002). The Language and Thought of the Child. Abingdon: Routledge.
Pilarska, E. (2014). Neurologiczne podstawy zaburzeń mowy u dzieci. W: S. Milewski, J.
Kuczkowski, K. Kaczorowska-Bray (red.) Biomedyczne podstawy logopedii (s. 68–82). Gdańsk: Harmonia Universalis.
Sikorska, I. (2016). Odporność psychiczna w okresie dzieciństwa. Kraków: Wydawnictwo
Uniwersytetu Jagiellońskiego.
Snow C., E., Ferguson, Ch., A. (2013). Talking to Children: Language Input and Acquisition.
Cambridge University Press.
Tallal, P., Hirsch, L. S., Realpe-Bonilla, T., Miller, S., Brzustowicz, L. M., Bartlett, C., Flax,
J.F.(2001). Familial aggregation in specific language impairment. Journal of Speech, Language, and Hearing Research. 44 (5): 1172–1182.
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language
Acquisition, Harvard University Press.
Topczewska-Cabanek, A, Nitsch-Osuch, A., Dębska, Życińska, K., Wardyn, K.A. (2012).
Epidemiologia zaburzeń mowy u dzieci i młodzieży w wieku 0–18 lat hospitalizowanych w Mazowieckim Centrum Neuropsychiatrii i Rehabilitacji dla Dzieci i Młodzieży w Garwolinie. Family Medicine & Primary Care Review, 14, 2: 222–224.
Tugade, M. M., Fredrickson, B. L. (2004). Resilient Individuals Use Positive Emotions to
Bounce Back From Negative Emotional Experiences. Journal of Personality and Social Psychology, 86 (2), p. 320-333.
Vandell, D.L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., NICHD Early Child
Care Res. Network. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81(3):737–56.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the
development of children, 23(3), 34-41.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes.
Harvard university press.
Weitzman, E., & Greenberg, J. (2002). Learning Language and Loving It: A guide to promoting
children’s social, language, and literacy development in early childhood settings (2nd ed.). Toronto: The Hanen Centre.
Zhang, W., Yan, T.T., Barriball, K.L., While, A.E., Liu, X.H. (2015). Posttraumatic growth in
mothers of children with autism: A phenomenological study. Autism, 19(1), 29–37.
Published
2020-06-30
How to Cite
Gerc, K., & Jurek, M. (2020). Speech Understanding by Children Diagnosed with Delayed Verbal Development in the Context of Family Functioning. Multidisciplinary Journal of School Education, 9(1(17), 173-198. https://doi.org/10.35765/mjse.2020.0917.09
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