ULOGA LOGOPEDA U PREDŠKOLSKIM USTANOVAMA: SARADNJA I RANA INTERVENCIJA
Stručni naučni rad
Ključne reči:
govorno-jezičke poteškoće, dijagnostika i procena, rana intervencija, logopedska podrška, saradnja roditelj/vaspitač.
Apstrakt
Razvoj govora i jezika predstavlja jedan od ključnih aspekata ranog detinjstva i ima značajan uticaj na celokupan psihički i socijalni razvoj deteta. Govorno-jezičke teškoće u predškolskom uzrastu mogu imati dugoročne posledice ukoliko se ne prepoznaju i ne tretiraju na vreme. Zbog toga je logopedska podrška u predškolskim ustanovama od izuzetnog značaja. Cilj ovog rada jeste da analizira potrebe dece za logopedskom intervencijom u vrtićima, prikaže ulogu i metode rada logopeda, kao i značaj saradnje sa vaspitačima i roditeljima. Posebna pažnja posvećena je dijagnostici i proceni govorno-jezičkih teškoća, kao i važnosti rane intervencije. Takođe se razmatraju sistemski izazovi i primeri dobre prakse u organizaciji logopedske službe. Zaključci ukazuju na neophodnost unapređenja dostupnosti i kvaliteta logopedskih usluga u predškolskim ustanovama, sa ciljem obezbeđivanja optimalnog razvoja dece i prevencije posledica govorno-jezičkih poremećaja. Stoga, ključni aspekti u prevazilaženju govorno-jezičkih poteškoća jesu rana intervencija i pravovremena identifikacija.
Reference
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Epidemiology of developmental language disorder among children in the Arab countries: A
scoping review. BMJ Open, 15(4): e089667. https://doi.org/10.1136/bmjopen‑2024‑089667
Bishop, D. V. M., & Snowling, M. J. (2004). Developmental Dyslexia and Specific language
Impairment: Same or Different? Psychological Bulletin, 130(6), 858- 886.
https://doi.org/10.1037/0033-2909.130.6.858
Botting, N., & Conti-Ramsden, G. (2008). The role of language, social cognition, and social skill in the
functional social outcomes of young adolescents with and without a history of SLI. British
Journal of Developmental Psychology, 26(2), 281–300.
https://doi.org/10.1348/026151007X235891
Bricker, D. D., Felimban, H. S., Lin, F. Y., Stegenga, S. M., & Storie, S. O. (2020). A Proposed
Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special
Education. Topics in Early Childhood Special Education, 41(4), 240-252.
https://doi.org/10.1177/0271121419890683
Brinton, B., Fujiki, M., & Higbee, L. (1998). Participation in cooperative learning activities by children
with specific language impairment. Journal of Speech, Language, and Hearing Research, 41 (5),
1193-1206. https://doi.org/10.1044/jslhr.4105.1193
Campbell, W., Selkirk, E., & Gaines, R. (2016). Speech-Language Pathologists’ Role in Inclusive
Education: A Survey of Clinicians’ Perceptions of Universal Design for Learning. Canadian
Journal of Speech-Language Pathology and Audiology, 40 (2), 121-132.
Cirrin F.M., Schooling T.L., Nelson N.W., Diehl S.F., Flynn P.F., Staskowski M., Torrey T.Z., &
Adamczyk D.F. (2010). Evidence-based systematic review: effects of different service delivery
models on communication outcomes for elementary school-age children. Language, Speech, and
Hearing Services in Schools, 41(3), 233-64. doi: 10.1044/0161-1461(2009/08-0128)
Connor, C. M., Morrison, F.J. & Slominski, L. (2006). Preschool instruction and children’s literacy skill
growth. Journal of Educational Psychology, 98(4), 665–689.
Crais, E. R., & Woods, J. (2016). The role of speech‑language pathologists in providing early childhood
special education. In B. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of Early
Childhood Special Education (pp. 363–383). Springer.
https://doi.org/10.1007/978‑3‑319‑28492‑7_19
Dimitijević, B. i Starčević, J. (2024). Exploring child-related factors of preschool educators beliefs and
perspectives on inclusion. Uzdanica, 21 (3), 231-247.
Dockrell, J. & Howell, P. (2015). Identifying the challenges and opportunities to meet the needs of
children with Speech Language and Communication Difficulties. British Journal of Special
Education, 42(4), 411-428.
Golubović S., Radivojević N., i Ječmenica N. (2019). Fonološke sposobnosti dece predškolskog uzrasta.
Inovacije u nastavi - časopis za savremenu nastavu, 33 (3), 74-89.
Greenwell, T. & Walsh, B. (2021). Evidence-Based Practice in Speech-Language Pathology: Where Are
We Now? American Journal of Speech-Language Pathology, 30 (1), 186-198.
https://doi.org/10.1044/2020_AJSLP-20-00194
Guralnick, M. J. (2011). Why Early Intervention Works: A Systems Perspective. Infants & Young
Children, 24(1), 6-28.
Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year-old children. Child Language
Teaching and Therapy, 17, 207-225.
Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech
and language delay/disorder: A meta-analysis. Journal of Speech, Language, and Hearing
Research, 47(4), 924-943.
Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). Prevalence and natural history of primary
speech and language delay: findings from a systematic review of the literature. International
Journal of Language & Communication Disorders, 35(2), 165-88. doi:
10.1080/136828200247133.
Law, J., Reilly. S., & Snow P.C. (2013). Child speech, language and communication need re-examined
in a public health context: a new direction for the speech and language therapy profession.
International Journal of Language & Communication Disorders, 48(5), 486-96. doi:
10.1111/1460-6984.12027.
Leinweber, J., Alber, B., Barthel, M., Whillier, A. S., Wittmar, S., Borgetto, B., & Starke, A. (2023).
Technology use in speech and language therapy: Digital participation succeeds through
acceptance and use of technology. Frontiers in Communication, 8: 1176827.
https://doi.org/10.3389/fcomm.2023.1176827
McLeod, S. & McKinnon, D. (2010). Support Required for Primary and Secondary Students with
Communication Disorders and/or Other Learning Needs. Child Language Teaching and
Therapy, 26 (2), 123-143.
Morgan, P. L., Hammer, C. S., Farkas, G., Hillemeier, M. M., Maczuga, S., Cook, M., & Morano, S.
(2016). Who receives speech/language services by 5 years of age in the United States? American
Journal of Speech-Language Pathology, 25(2), 183–199.
National Institute on Deafness and Other Communication Disorders. (2025). Quick statistics about
voice, speech, language. U.S. Department of Health & Human Services. Retrieved from
https://www.nidcd.nih.gov/health/statistics/quick-statistics-voice-speech-language
Nikolić, M., Grabić, M., Trajković, T., i Žagrić, J. (2024). Podrška deci koja imaju govorno-jezičke
problem. Krugovi detinjstva, 2, 7-24.
Paul, R., & Norbury, C. (2012). Language Disorders from Infancy through Adolescence: Listening,
Speaking, Reading, Writing, and Communicating (4th ed.). Elsevier Health Sciences.
Rescorla L. (2013). Late-talking toddlers. In Rescorla L. & Dale P. S. (Eds.), Late talkers: Language
development, interventions, and outcomes (pp. 219–240). Baltimore, MD: Brookes.
Rinaldi P., & Caselli, M.C. (2014). Language development in a bimodal bilingual child with cochlear
implant: A longitudinal study. Bilingualism: Language and Cognition, 17(4),798-809.
doi:10.1017/S1366728913000849
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions:
A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180-199.
Wu, S., Zhao, J., de Villiers, J., Liu, X. L., Rolfhus, E., Sun, X., Li, X., Pan, H., Wang, H., Zhu, Q.,
Dong, Y., Zhang, Y., & Jiang, F. (2023). Prevalence, co‑occurring difficulties, and risk factors
of developmental language disorder: First evidence for Mandarin‑speaking children in a
population‑based study. The Lancet Regional Health – Western Pacific, 34(2): 100713.
https://doi.org/10.1016/j.lanwpc.2023.100713
Schwartz, H. & Drager, K.D. (2008). Training and knowledge in autism among speech-language
pathologists: a survey. Language, Speech, and Hearing Services in Schools, 39(1), 66-77. doi:
10.1044/0161-1461(2008/007).
Smith, A., & Johnson, B. (2017). Speech and language disorders in preschool children: Early
identification and intervention strategies. Journal of Speech-Language Pathology, 45(2), 123–
137. https://doi.org/10.1044/2017_JSLP-2017-0012
Snow, P.C. & Powell, M.B. (2008) Oral Language Competence, Social Skills and High-Risk Boys: What
Are Juvenile Offenders Trying to Tell Us? Children & Society, 22, 16-28.
http://dx.doi.org/10.1111/j.1099-0860.2006.00076.x
Synnes, A., Luu, T. M., Afifi, J., Khairy, M., de Cabo, C., Moddemann, D., Hendson, L., Reichert, A.,
Coughlin, K., Nguyen, K. A., Richter, L. L., Bacchini, F., & Aziz, K. (2023). Parent-Integrated
Interventions to Improve Language Development in Children Born Very Preterm. Children,
10(6), 953. https://doi.org/10.3390/children10060953
Ward, S. (1999). An investigation into the effectiveness of an early intervention method for delayed
language development in young children. International Journal of Language & Communication
Disorders, 34(3), 243–264. https://doi.org/10.1080/136828299247405
Yoshinaga-Itano C. (2003). From Screening to Early Identification and Intervention: Discovering
Predictors to Successful Outcomes for Children With Significant Hearing Loss. Journal of Deaf
Studies and Deaf Education, 8(1), 11-30. doi: 10.1093/deafed/8.1.11.
Epidemiology of developmental language disorder among children in the Arab countries: A
scoping review. BMJ Open, 15(4): e089667. https://doi.org/10.1136/bmjopen‑2024‑089667
Bishop, D. V. M., & Snowling, M. J. (2004). Developmental Dyslexia and Specific language
Impairment: Same or Different? Psychological Bulletin, 130(6), 858- 886.
https://doi.org/10.1037/0033-2909.130.6.858
Botting, N., & Conti-Ramsden, G. (2008). The role of language, social cognition, and social skill in the
functional social outcomes of young adolescents with and without a history of SLI. British
Journal of Developmental Psychology, 26(2), 281–300.
https://doi.org/10.1348/026151007X235891
Bricker, D. D., Felimban, H. S., Lin, F. Y., Stegenga, S. M., & Storie, S. O. (2020). A Proposed
Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special
Education. Topics in Early Childhood Special Education, 41(4), 240-252.
https://doi.org/10.1177/0271121419890683
Brinton, B., Fujiki, M., & Higbee, L. (1998). Participation in cooperative learning activities by children
with specific language impairment. Journal of Speech, Language, and Hearing Research, 41 (5),
1193-1206. https://doi.org/10.1044/jslhr.4105.1193
Campbell, W., Selkirk, E., & Gaines, R. (2016). Speech-Language Pathologists’ Role in Inclusive
Education: A Survey of Clinicians’ Perceptions of Universal Design for Learning. Canadian
Journal of Speech-Language Pathology and Audiology, 40 (2), 121-132.
Cirrin F.M., Schooling T.L., Nelson N.W., Diehl S.F., Flynn P.F., Staskowski M., Torrey T.Z., &
Adamczyk D.F. (2010). Evidence-based systematic review: effects of different service delivery
models on communication outcomes for elementary school-age children. Language, Speech, and
Hearing Services in Schools, 41(3), 233-64. doi: 10.1044/0161-1461(2009/08-0128)
Connor, C. M., Morrison, F.J. & Slominski, L. (2006). Preschool instruction and children’s literacy skill
growth. Journal of Educational Psychology, 98(4), 665–689.
Crais, E. R., & Woods, J. (2016). The role of speech‑language pathologists in providing early childhood
special education. In B. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of Early
Childhood Special Education (pp. 363–383). Springer.
https://doi.org/10.1007/978‑3‑319‑28492‑7_19
Dimitijević, B. i Starčević, J. (2024). Exploring child-related factors of preschool educators beliefs and
perspectives on inclusion. Uzdanica, 21 (3), 231-247.
Dockrell, J. & Howell, P. (2015). Identifying the challenges and opportunities to meet the needs of
children with Speech Language and Communication Difficulties. British Journal of Special
Education, 42(4), 411-428.
Golubović S., Radivojević N., i Ječmenica N. (2019). Fonološke sposobnosti dece predškolskog uzrasta.
Inovacije u nastavi - časopis za savremenu nastavu, 33 (3), 74-89.
Greenwell, T. & Walsh, B. (2021). Evidence-Based Practice in Speech-Language Pathology: Where Are
We Now? American Journal of Speech-Language Pathology, 30 (1), 186-198.
https://doi.org/10.1044/2020_AJSLP-20-00194
Guralnick, M. J. (2011). Why Early Intervention Works: A Systems Perspective. Infants & Young
Children, 24(1), 6-28.
Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year-old children. Child Language
Teaching and Therapy, 17, 207-225.
Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech
and language delay/disorder: A meta-analysis. Journal of Speech, Language, and Hearing
Research, 47(4), 924-943.
Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). Prevalence and natural history of primary
speech and language delay: findings from a systematic review of the literature. International
Journal of Language & Communication Disorders, 35(2), 165-88. doi:
10.1080/136828200247133.
Law, J., Reilly. S., & Snow P.C. (2013). Child speech, language and communication need re-examined
in a public health context: a new direction for the speech and language therapy profession.
International Journal of Language & Communication Disorders, 48(5), 486-96. doi:
10.1111/1460-6984.12027.
Leinweber, J., Alber, B., Barthel, M., Whillier, A. S., Wittmar, S., Borgetto, B., & Starke, A. (2023).
Technology use in speech and language therapy: Digital participation succeeds through
acceptance and use of technology. Frontiers in Communication, 8: 1176827.
https://doi.org/10.3389/fcomm.2023.1176827
McLeod, S. & McKinnon, D. (2010). Support Required for Primary and Secondary Students with
Communication Disorders and/or Other Learning Needs. Child Language Teaching and
Therapy, 26 (2), 123-143.
Morgan, P. L., Hammer, C. S., Farkas, G., Hillemeier, M. M., Maczuga, S., Cook, M., & Morano, S.
(2016). Who receives speech/language services by 5 years of age in the United States? American
Journal of Speech-Language Pathology, 25(2), 183–199.
National Institute on Deafness and Other Communication Disorders. (2025). Quick statistics about
voice, speech, language. U.S. Department of Health & Human Services. Retrieved from
https://www.nidcd.nih.gov/health/statistics/quick-statistics-voice-speech-language
Nikolić, M., Grabić, M., Trajković, T., i Žagrić, J. (2024). Podrška deci koja imaju govorno-jezičke
problem. Krugovi detinjstva, 2, 7-24.
Paul, R., & Norbury, C. (2012). Language Disorders from Infancy through Adolescence: Listening,
Speaking, Reading, Writing, and Communicating (4th ed.). Elsevier Health Sciences.
Rescorla L. (2013). Late-talking toddlers. In Rescorla L. & Dale P. S. (Eds.), Late talkers: Language
development, interventions, and outcomes (pp. 219–240). Baltimore, MD: Brookes.
Rinaldi P., & Caselli, M.C. (2014). Language development in a bimodal bilingual child with cochlear
implant: A longitudinal study. Bilingualism: Language and Cognition, 17(4),798-809.
doi:10.1017/S1366728913000849
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions:
A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180-199.
Wu, S., Zhao, J., de Villiers, J., Liu, X. L., Rolfhus, E., Sun, X., Li, X., Pan, H., Wang, H., Zhu, Q.,
Dong, Y., Zhang, Y., & Jiang, F. (2023). Prevalence, co‑occurring difficulties, and risk factors
of developmental language disorder: First evidence for Mandarin‑speaking children in a
population‑based study. The Lancet Regional Health – Western Pacific, 34(2): 100713.
https://doi.org/10.1016/j.lanwpc.2023.100713
Schwartz, H. & Drager, K.D. (2008). Training and knowledge in autism among speech-language
pathologists: a survey. Language, Speech, and Hearing Services in Schools, 39(1), 66-77. doi:
10.1044/0161-1461(2008/007).
Smith, A., & Johnson, B. (2017). Speech and language disorders in preschool children: Early
identification and intervention strategies. Journal of Speech-Language Pathology, 45(2), 123–
137. https://doi.org/10.1044/2017_JSLP-2017-0012
Snow, P.C. & Powell, M.B. (2008) Oral Language Competence, Social Skills and High-Risk Boys: What
Are Juvenile Offenders Trying to Tell Us? Children & Society, 22, 16-28.
http://dx.doi.org/10.1111/j.1099-0860.2006.00076.x
Synnes, A., Luu, T. M., Afifi, J., Khairy, M., de Cabo, C., Moddemann, D., Hendson, L., Reichert, A.,
Coughlin, K., Nguyen, K. A., Richter, L. L., Bacchini, F., & Aziz, K. (2023). Parent-Integrated
Interventions to Improve Language Development in Children Born Very Preterm. Children,
10(6), 953. https://doi.org/10.3390/children10060953
Ward, S. (1999). An investigation into the effectiveness of an early intervention method for delayed
language development in young children. International Journal of Language & Communication
Disorders, 34(3), 243–264. https://doi.org/10.1080/136828299247405
Yoshinaga-Itano C. (2003). From Screening to Early Identification and Intervention: Discovering
Predictors to Successful Outcomes for Children With Significant Hearing Loss. Journal of Deaf
Studies and Deaf Education, 8(1), 11-30. doi: 10.1093/deafed/8.1.11.
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