| Autor: |
Iulia Lazar, Cristina Sandu, Georgeta Pânișoară, Silvia Făt |
| Rok vydání: |
2019 |
| Předmět: |
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| Zdroj: |
The European Proceedings of Social and Behavioural Sciences. |
| ISSN: |
2357-1330 |
| DOI: |
10.15405/epsbs.2019.04.02.104 |
| Popis: |
The need for this research starts from our concrete observation that language education in school does not benefit from adequate support. Language development is crucial in early ages. The age of small schooling is branded by a remarkable potential. If it is not activated, the losses are high and the recoveries are partial for all these children. There are no many curriculum resources centered on the development of communication skills and teachers objectives are limited to the development of pupils cognitive skills, and less social ones. The method used in this study was a questionnaire in a survey among teachers with different experience in teaching and speech development therapy. The sample consisted in 122 teachers whose teaching experience ranges between beginners and experienced. The results of the study showed the following conclusions: teachers seem to be dissatisfied with communication with family in the case of children with language difficulties; school-family partnership is poorly represented in many situations. Technology is an appropriate means of helping to remediate some difficulties of speech, but this is not a unique, miraculous solution. This is not a surprising conclusion, considering that Romanian teachers need many resources to use technology at its real potential for language development. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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