Addressing Language Development Barriers: A Pedagogical Approach for Young Children With Speech Delay
Dewi Fitriani, Agus Prayogo
Available Online 10 August 2020.
- https://doi.org/10.2991/assehr.k.200808.015How to use a DOI?
- Pedagogical approach, speech delay, young children
- Speech delay is considered prevalent in young children and becomes significant attention among early childhood teachers since it may affect the communication and social skills of children. To deal with this problem, a pedagogical approach is carried out to facilitate teachers in helping young children with such hindrance. This study aims to investigate the pedagogical approach employed by the teacher to address the speech delay. A descriptive qualitative study is used to examine the implementation through interviews and observation. Teachers from identified schools with speech delay pupils were selected to participate in the study. The findings revealed a series of pedagogical treatments utilized for resolving the speech delay started from classroom management, teacher’s modelling, small groups opportunity, big groups opportunity, teacher’s scaffolding, and referral system.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Dewi Fitriani AU - Agus Prayogo PY - 2020 DA - 2020/08/10 TI - Addressing Language Development Barriers: A Pedagogical Approach for Young Children With Speech Delay BT - International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019) PB - Atlantis Press SP - 81 EP - 85 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200808.015 DO - https://doi.org/10.2991/assehr.k.200808.015 ID - Fitriani2020 ER -