Normal ve özel gereksinimli çocuğu olan annelerin çocuklarının dil edinimine ilişkin görüşleri ile çocuklarıyla etkileşim biçimlerinin karşılaştırılması

Bu çalışmada normal ve özel gereksinimli çocuk annelerinin çocuklarının dili nasıl öğrendiklerine ilişkin inanç ve görüşleri ile çocuklarıyla etkileşimdeki tutumları ve uygulamaları karşılaştırmalı olarak incelenmiştir. Bu amaçla hazırlanan anket yoluyla 3-4 yaş arasındaki normal gelişim gösteren ve özel gereksinimli 181 çocuk annesinin görüşleri ve çocuklarıyla etkileşim kurmaya ilişkin tutumları değerlendirilmiştir. Sonuçlar her iki grupta da dil edinimine ilişkin görüşler ile uygulamaların ilişkili olduğunu, iki grup arasında benzerliklerin yanı sıra farklılıklar da olduğunu göstermiştir. Annelerin çocuklarıyla etkileşimlerinde farklı stratejileri birleştirerek kullandıkları bulunmuştur. Bulgular, anne-çocuk etkileşiminde çocuğa yöneltilen dilin ve anne-çocuk etkileşiminin eğitim programlarındaki önemi açısından tartışılmıştır.

A comparative study on mothers’ beliefs concerning language acquisition and styles of ınteractions with their children with and without special needs

In this study, attitudes towards mother-child interaction, practices and beliefs of mothers of children with and without special needs about their language acquisition were examined comparatively. For this purpose, beliefs and interaction patterns of 181 mothers of 3 to 4-year-old children with and without special needs were collected through a questionnaire. Results showed that beliefs and interactions were related and similarities and dissimilarities existed between the two groups. Mothers were found to use a combination of different strategies in their interaction with their children. Results were discussed with respect to the importance of child directed language and mother-child interaction in education programs.

PDF

___

Bakkaloğlu, H. ve Sucuoğlu, B. (2000). Normal ve Zihinsel Engelli Bebeklerde Anne-Bebek Etkileşiminin Karşılıklı Olarak İncelenmesi. Özel Eğitim Dergisi. 2(4) 47-58.
Baumwell, L., Tamis-LeMonda, C. S. ve Bornstein, M. H. (1997). Maternel verbal sensitivity and child language comprehension. Infant Behaviour and Development,20(2), 247-258.
Beckwith, L. ve Rodning, C. (1996). Dyadic processes between mothers and preterm infants: development at ages 2 to 5 years. Infant Mental Health Journal, 17(4), 322-333.
Booth, C. L. (1997). Are parents’ beliefs about their children with special needs a framework for individualizing intervention or a focus of change? In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp.625-639). Baltimore: Paul H. Brookes.
Chapman, R. S. (2000). Children’s language learning: An interactionist perspective. Journal of Child Psychology and Psychiatry, 41(1), 33-54.
Conti-Ramsden, G.(1990). Maternal recasts and other contingent replies to language-impaired children. Journal of Speech and Hearing Disorders,55, 262-274.
Cunningham, C. E., Reuler, E., Blackwell, J. ve Deck, J. (1981). Behavioral and linguistic developments in the interactions of normal and retarded children with their mothers. Child Development, 52, 62-70.
Diken, İ., (2007). Turkish mothers’ self-efficacy beliefs and styles of interactions with their children with language delays. Early Child Development and Care, 179 (4), 425-436.
Diken, Ö. (2009), Ebeveyn Davranışını Değerlendirme Ölçeği ve Çocuk Davranışını Değerlendirme Ölçeğinin Geçerlik ve Güvenirlik Çalışmaları. Yayımlanmamış Doktora Tezi, Anadolu Üniversitesi Sağlık Bilimleri Enstitüsü Dil ve Konuşma Terapistliği Anabilim Dalı, Eskişehir.
Fewell, R. ve Deutscher, B. (2002). Contributions of receptive vocabulary and maternal style: variables to later verbal ability and reading in low-birthweight children. Topics in Early Childhood Special Education, 22(4), 181-190.
Girolametto, L., Bonifacio, S., Visini, C., Weitzman, E., Zocconi, E. ve Pearce, P.S.(2002). Motherchild interactions in Canada and Italy: linguistic responsiviness to late-talking toddlers. International Journal of Language and Communication Disorders, 37(2), 153-171.
Girolametto, L.; Weitzman, E., Wiigs, M. ve Pearce, P. S. (1999). The relationship between maternal language measures and language development in toddlers with expressive vocabulary delays. Journal of Speech Language Pathology, 8, 364-374.
Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development,62, 782-796.
Johnson-Glenberg, M. C. ve Chapman, R. S. (2004). Predictors of parent-child language during novel task play: a comparison between typically developing children and individuals with down syndrome. Journal of Intellectual Disability Research, 48(3), 225-238.
Johnston, J. R. ve Wong, A. (2002). Cultural differences in beliefs and practices concerning talk to children. Journal of Speech, Language and Hearing Research, Vol. 45, 916-926.
Justice, L. M. ve Kaderavek, J. N. (2003). Topic control during shared storybook reading: mothers and their children with language impairments. Topics in Early Childhood Special Education, 23(3), 137-150.
Kaderavek, J. ve Justice, L. M. (2002). Shared storybook reading as an intervention context: practices and potential pitfalls. American journal of Speech-Language Pathology, 11, 395-406.
Kaiser, A. P., Hancock, T. B. ve Nietfeld, J. P. (2000). The effects of parent-implemented enhanced Milieu Teaching on the social communication of children who have autism. Early Education ve Development, 11(4), 423-446.
Kelly, J., Morisset, C., Barnard, K., Hammond, M. ve Booth, C. (1996). The influence of early mother-child interaction on preschool cognitive/linguistic outcomes in a high-social-risk group. Infant Mental Health Journal, 17(4), 310-321.
Kovarsky, D. ve Duchan, J. F. (1997). The interactional dimension of language therapy. Language, Speech and Hearing Services in Schools, 28, 297-307.
Mahoney, G. (1988). Maternal communication style with mentally retarded children. American Journal of Mental Deficiency, 92, 341-348.
Mahoney, G. ve Powell, A. (1988). Modifying parent-child interaction: Enhancing the development of handicapped children. The Journal of Special Education, 22(1), 82-96.
Mahoney, G., Finger, I. ve Powell, A. (1985). Relationship of maternal behavioral style to the development of organically impaired mentally retarded infants. American Journal of Mental Deficiency, 90, 296-302.
Nelson, N. W. (1998). Childhood language disorders in context: infancy through adolescence. (2nd ed.) Needham Heights, MA: Allyn ve Bacon.
Nind, M., Kellett, M. ve Hopkins, V. (2001). Teachers’ talk styles: communicating with learners with severe and complex learning difficulties. Child Language Teaching and Therapy, 143- 159.
Quirk, M., Ciottone, R., Minami, H., Wapner, S. Yamamoto, T., İshii, S., Lucca-İrizarry, N. ve Pacheco, A. (1986). Values mothers hold for handicapped and nonhandicapped preschool children in Japan, Puerto Rico, and the United States mainland. International Journal of Psychology, 21, 463-485.
Pine, J. M., Lieven, V. M. ve Rowland, C. F. (1997). Stylistic variation at the single word-stage: relations between maternal speech characteristics and children’s vocabulary composition and usage. Child Development, 68(5), 807-819.
Rodriquez, B. L. ve Olswang, L. B. (2003). Mexican_American and Anglo-American mothers’ beliefs and values about child rearing, education, and language impairment. American Journal of Speech-Language Pathology, 12, 452-462.
Roper, N. ve Dunst, C. J. (2003). Communication intervention in natural learning environments: Guidelines for practice. Infants and Young Children, July-September, 215-226.
Scherer, N. ve Olswang, L. (1984). Role of mother’s expansions in stimulating children’s language production. Journal of Speech and Hearing Research,27, 387-396.
Super, C. M. ve Harkness, S. (1986). The developmental niche: a conceptualization at the interface of child and culture. International Journal of Behavioral Development, 9, 545-569.
Tamis-LeMonda, C. S., Bornstein, M. H. ve Baumwell, L. (2001). Maternal responsiveness and children’s achievement of language milestones. Child Development, 72(3), 748-767.
Tomasello, M. ve Farrar, M.J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
Turan, F. (2012) İletişim, dil ve konuşma bozuklukları olan çocuklar. E. N. Metin (Ed.), Özel Gereksinimli Çocuklar. Maya Akademi Yayın Evi, Ankara.
Van Kleek, A. (1994). Potential cultural bias in training parents as conversational partners with their children who have delays in language development. American Journal of Speech- Language Pathology, 3, 67-78.
Van Kleeck, A., Gillam, R. B., Hamilton, L. ve McGrath, C. (1997). The relationship between middle-class parents’ book-sharing discussion and their preschoolers’ abstract language development. American Journal of Speech Language Pathology, 40, 1261-1271.
Yoder, P.J., Hooshyar, N., Klee, T. ve Schaffer, M. (1996).Comparisons of the types of child utterances mothers expand in children with language delays and with down syndrome. Journal of Intellectual Disability Research, 40(6), 557-567.
Yoder, P. ve Warren, S. (1998). Maternal responsivity predicts the prelinguistic communication intervention that facilitates generalized intentional communication. Journal of Speech, Language and Hearing Research, 41, 1207-1219.
Yoder, P. J., Kaiser, A. P., Alpert, C. ve Fischer, R. (1993). Following the child’s lead whwn teaching nouns to preschoolers with mental retardation. Journal of Speech and Hearing Research, 36, 158-167.