When I first began thinking about whom I might ask to participate in an interview with me, I immediately thought of a speech/language pathologist that has been in the field for many years. Her knowledge and experience will be very enlightening to my project challenge of speech/language impairment and social/ emotional development. I also wanted to gain a parent’s perspective, so I chose a young mother I know whose child was diagnosed with apraxia of speech as a young child. The family chose to keep this child in preschool for an extra year, hoping that he would find entry into kindergarten more comfortable as a six-year-old.
Both of these interviews are scheduled to take place next week—unfortunately too late for the deadline for this blog posting. Therefore, I cannot yet describe an idea or experience expressed by the interviewees—although I do anticipate that their insight will be rich and engaging.
My course project progress to date has been steady and enlightening. The annotated bibliography assignments have been, at times, frustrating, and at other times exhilarating. Depending on the focus of the assignment, it was sometimes difficult to find current research that supported that focus. I noticed that there is significant research from years ago, but rather fewer current studies on speech/language impairment and social/emotional development. However, with some persistence and time, I was able to find some very interesting studies. Oftentimes, they led me to more.
One question from which feedback might benefit me is this: As early childhood professionals, how do you support a child with speech/language impairment within the classroom to ensure healthy social/emotional development? This happened recently in my classroom—I witnessed an interaction between two three-year-olds in which one child (with speech impairment) mispronounced the name of another child by changing the “L” at the beginning of his name to a “Y” sound. Very common—“L” is hard sometimes. However, the child whose name began with “L” was visibly upset and kept insisting (with rising volume and frustration) that the first child say his name correctly. The first child kept repeating the name with a “Y” instead of an “L” obviously confused as to why the second child was so upset—he thought he was saying it correctly. I intervened quickly (the second child has difficulty in stressful situations and sometimes lashes out). It was speedily resolved, but it was tricky to find the right words to support each child. I would love feedback on how my colleagues would have responded. Thank you!