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MINISTRY OF EDUCATION AND TRAINING VIETNAMESE INSTITUTE OF EDUCATION SCIENCE NGUYEN THI QUYNH ANH EDUCATING VERBAL COMMUNICATION SKILLS FOR CHILDREN 5-6 YEARS OLD WITH DEVELOPMENTAL DELAYS IN LANGUAGE Major: Reasoning and history of education Code: 9.14.01.02 SUMMARY OF THE EDUCATIONAL SCIENCE DOCTORAL THESIS Ha Noi, 2019 The work is completed at VIETNAMESE INSTITUTE OF EDUCATION SCIENCE Scientific advisor ASSO.PROF.DR LE VAN TAC ASSO.PROF.DR NGUYEN THI MY TRINH Criticizer 1: Criticizer 2: Criticizer 3: The thesis will be defended at The institute-level thesis examiner’s council, held at Vietnamese institute of education science, 101 Tran Hung Dao, Ha Noi At ., date month year The thesis can be found at: - The National Library - Library of Vietnamese institute of education science INTRODUCTION The urgent issue of research 1.1 For children, communication is the foundation of relationships, which is necessary premise for the formation and development of psychology, personality of the children For children with developmental delays in language, strengthening their communicational ability to develop language is more important because early and right intervention will help children integrate early with friends of the same age, boost the efficiency of the children's socialization process 1.2 Language retardation in children causes many difficulties in the issue of language reception and expression, in understanding language through eye contact, facial expressions, body gestures, which can lead to emotional disturbance, social behaviour, impairment of the children's perception Many countries in the world have taken different measures to improve such as: the development of coherence speech, the development of vocabulary, the ability to understand the meaning of words, the ability to comprehend the grammatical structure and the ability to pronounce correctly Choosing the measures of educating communicational skills for children with developmental delays in language in the world in specific and practical conditions in Vietnam is one of the problems that is posed for solving by the thesis 1.3 Verbal communication skills of children 5-6 years old in Vietnam have not been studied comprehenstically, systematically from detection with specific tools in order to determine the level of development of the ability of reception and expression, to specific skills in the phase of communication; Educational measures to improve these children's skills in the environment with specific economic, social and cultural traits that should be solved in the thesis Research topic "Educating verbal communication skills for children 5-6 years old with developmental delays in language" if success, it will help the teachers and parents of the children have the support measures so children can develop best Research purposes On the basis of theoretical and real research, some measures is proposed to educate verbal communication skills for children 5-6 years old with developmental delays in language that contributes actively preparing for the children to be ready in first grade Object, subject of the research 3.1 Object of the research: The process of educating the communication skills for children 5-6 years old with developmental delays in language in preschool 3.2 Subject of the research: The relationship between the degree of development of verbal communication skills of children with developmental delays in language and measures to educate communication skills which are used for children with developmental delays in language Scientific hypothesis If proposing and implementing appropriate educational measures in the direction of building an communication environment that stimulates the needs, creates opportunities for children with developmental delays in language to experience verbal communication, practice listening skills, the skill of expression in spoken language and the training of each verbal communication skills in the phase of communication, closely coordinate with children’s families, will develop verbal communication skills for children 5-6 years old with developmental delays in language in preschool Research Tasks 5.1 Identifying basis of educating verbal communication skills for children 5-6 years old with developmental delays in language 5.2 Researching the situation of verbal communication skills and educating verbal communication skills for children 5-6 years old with developmental delays in language 5.3 Proposing and experimentalizing pedagogically the measures for educating verbal communication skills for children 5-6 years old with developmental delays in language Research scope 6.1 About research content The study focused on the issue of verbal communication skills education for children 5-6 years old with developmental delays in language in preschool: the concept of tools and reasoning framework for educating verbal communication skills for children 5-6 old years with developmental delays in language; The situation of communication skills of children with developmental delays in language, educational methods of verbal communication skills of teachers and parents of children with developmental delays in language; The verbal communication skills education measures for children 5-6 old years with developmental delays in language and the impact of measures on children through typical cases 6.2 About research scope - Screening evaluation 360 children 5-6 years old, determining the level of communication skills of 34 children with an expression of developmental delays in language; Analysis of the educational measures of communication skills of 24 teachers and 34 parents who have children with developmental delays in language in Vinh city - In-depth study/Case study by cases children 5-6 years old with developmental delays in language is applied measures to educate communication skills in the direction of the topic hypothesis in preschools in Vinh city Approaches and research methods 7.1 Approaches (1) Approaching the system (structural approach - system); (2) approaching activities; (3) approaching person with developmental delays in language; (4) approaching education through experience 7.2 Research methods 7.2.1 Group of theoretical research methods 7.2.2 Group of practical research methods (1) Survey method by questionnaire; (2) Deep interview; (3) Observe; (4) Method of using the check table (checklist); (5) Work product research; (6) Pedagogical empirical method 7.2.3 Group of supplementary method (1) Mathematical statistical method; (2) Professional method The arguments of the thesis that requires to be defended - Children 5-6 years old with developmental delays in language is difficult to identify, easy to ignore, not properly supported method and time, and risk of developmental delays compared with development standards of communication orientation, speech understanding, verbal expression, interactive process in communication, retention, development and end of communication - The status of verbal communication skills of children 5-6 years old with developmental delays in language include: listening skills and limited expression skills; Communication-oriented skills, interactive skills, and conversation retention are necessary to timely support the development of verbal communication skills, thereby helping children actively participate in activities and communicating at preschool to develop The education of verbal communication skills for children 5-6 years old with developmental delays in language can implement well in preschool education conditions today when teachers make educational plans that match the characteristics of children with developmental delays in language and the subjective, intuitive factors - Verbal communication skills education measures for children 5-6 years old with developmental delays in language are proposed in the direction of building a diverse and rich environment that stimulates verbal communication needs; gives children with developmental delays in language the opportunity to experience verbal communication; Measures to impact listening, understanding and expression by verbal and training each verbal communication skill for children with developmental delays in language in the phase of communication; At the same time, improve teacher capacity, coordinate closely with children’s parents in education in general and educate verbal communication skills in particular New contributions of the thesis 9.1 About Reasoning Systematising, complementing, enriching the theoretical basis of educating verbal communication skills for children 5-6 years old with developmental delays in language including: Tool concept system, basic communication skills of children with developmental delays in language, verbal communication skills education measures for children with developmental delays in language, educational environment and factors affecting the formation and training of verbal communication skills for children with developmental delays in language 9.2 About practices - The situation of communication skills of preschool children 5-6 years old with developmental delays in language and educating communication skills for these children at preschools in Vinh city, Nghe An was described, analyzed, assessed on the basis of a rating ladder with 26 specific criteria built exclusively for children with developmental delays in language; - Proposing groups of measures for educating communication skills for children 5-6 years old with developmental delays in language, experimentalizing with 02 children showed the effectiveness and feasibility of the measures This is a good source of reference for teachers who teach children 5-6 years old as well as children’s parents in caring - educating children with developmental delays in language at school, at home as well as beyond the community - The content of the thesis are important materials as the basis for the construction of training materials for teachers, managers are currently working in preschool; At the same time is a source of reference for the lecturers, students of universities and colleges which train preschool teachers 10 Layout of the thesis In addition to the introduction, conclusion and recommendation, the thesis consists of 03 chapters: Chapter 1: The theoretical basis of educating verbal communication skills for children 5-6 years old with developmental delays in language Chapter 2: The situation of educating communication skills and verbal communication skills for children 5-6 years old with developmental delays in language Chapter 3: The measures of educating verbal communication skills for children 5-6 years old with developmental delays in language CHAPTER THE THEORETICAL BASIS OF EDUCATING VERBAL COMMUNICATION SKILLS FOR CHILDREN 5-6 YEARS OLD WITH DEVELOPMENTAL DELAYS IN LANGUAGE 1.1 Overview of research issues Most of the deep research focuses on the formation and development of language; In terms of development characteristics, the necessary conditions, content, methods, forms for language development; research on communication and communication skills for children, children with different forms of disabilities Communication skills of children with developmental delays in language, educating communication skills for children with developmental delays in language has not been studied much This study goes deeper in verbal communication skills of children with developmental delays in language and measures of educating communication skills for children 5-6 years old with developmental delays in language in an inclusive education environment 1.2 Some basic concepts Concepts such as: (1) Language development; (2) Developmental delays in language; (3) Communication skills ; (4) Verbal communication skills ; (5) Educating verbal communication skills for children with developmental delays in language has been elucidated 1.3 Reasoning on verbal communication skills of children 5-6 years old with developmental delays in language 1.3.1 Characteristics of children 5-6 years old with developmental delays in language Children 5-6 years old with developmental delays in language does not meet the language development milestones, the level of language development behind the children of the same age at least one year, the expression is slow in terms of phonetic, vocabulary, grammar 1.3.2 Verbal communication skill characteristics of children 5-6 years old with developmental delays in language Children with developmental delays in language may experience some social problems and emotion (be afraid of communication, lack of communication skills, anger because they are not showing the needs ), and can affect the psychology (inferiority, introversion ) In the course of communication, children with developmental delays in language has certain limitations on verbal communication skills such as: (1) Skills to orientate verbal communication; (2) Skills to listen and understand information through the speech of the communication object (the skill of receiving the message); (3) Skills to express information through speech to the object of communication (skill to give message); (4) Verbal interaction skills to maintain communication; (5) Skills to develop and finish verbal communication 1.4 Reasoning on educating verbal communication skills for children 5-6 years old with developmental delays in language 1.4.1 Some perspectives access to verbal communication skills education for children with developmental delays in language (1) Language development through social interactions; (2) Language development, communication skill education in a positive communication environment; (3) Approaching demand - motive; (4) Practising communication skills for children with developmental delays in language through imitating the behavior pattern 1.4.2 The meaning of educating verbal communication skills for children 5-6 years old with developmental delays in language Educating verbal communication skills will help children with developmental delays in language develop to catch up with the development of age, give children the opportunity to be confident of joining the wider social relationships to form good personality 1.4.3 The principles of educating verbal communication skills for children 5-6 years old with developmental delays in language Educating verbal communication skills for children with developmental delays in language needs to pay attention to: (1) The characteristics, abilities and needs of the children; (2) must be attached to the real life of the children; (3) must have an impact on the consciousness of using the children's speech, embedding the children into a positive communication environment, creating opportunities and stimulating the need to communicate verbally with everyone around them and take them into various activities to train the communication skills and (4) must have a combination of family with the school, which must be conducted regularly continuously, guaranteed 1.4.4 The objectives, content of educating verbal communication skills for children 5-6 years old with developmental delays in language 1.4.4.1 The objectives of educating verbal communication skills for children 5-6 years old with developmental delays in language Help children understand and use communication skills in a communication phase in everyday communication situations such as: skills of communication consciousness - orientation in communication; listening comprehension skills; expression skills, interactive skills, skills of communication retention and finish; At the same time help children catch up with the requirements for development of communication skills according to the development Standard 1.4.4.2 Content of educating verbal communication skills for children 5-6 years old with developmental delays in language Including development of 26 component skills in skill groups: (1) skill group of oriented communication; (2) skill group of verbal listening comprehension; (3) skill group of expression; (4) skill group of interaction; (5) skill group of developing and finishing communication 1.4.5 Methods of educating verbal communication skills for children with developmental delays in language (1) Method group of verbal use; (2) Method group of practice, experiences; (3) Method group of visualization - illustrations; (4) Method group of educating emotionally and encouraging; (5) Method group of example - reviews; (6) Method group of individualized support 1.4.6 Implementing verbal communication skills education for children 5-6 years old with developmental delays in language through the construction and implementation of individualized education plan Implementing communication skills education for children with developmental delays in language is carried out through individualized education plans, including steps: 1.4.6.1 Identify objectives to educate the communication skills of children with developmental delays in language 1.4.6.2 Make plans to educate communication skills for children with developmental delays in language 1.4.6.3 Implement and evaluate the results of the implementation of the individualized education plan 1.4.6.4 Evaluate and iterate the process 1.5 Issues of educating verbal communication skills for children with developmental delays in language in preschool education program The content of educating verbal communication skills has not clearly shown its position and importance in the program In particular, for children with disabilities in general, children with developmental delays in language in particular are totally not paid attention 1.6 Factors affect the process of educating verbal communication skills for children 5-6 years old with developmental delays in language - Objective factors: Group of friends in the classroom; Social environment; Family education Environment; Material environment - Subjective factors: Characteristics of children; Teachers’ competence Conclusion of chapter 1 Children with developmental delays in language are children who have a slower level of language development than their peers at least one year according to the typical criteria of phonics, vocabulary, grammar that are manifested in the language reception and expression has a great influence on reading comprehension and shows difficulty in later spoken and written, making it difficult to communicate daily These children are not accompanied by other types of intellectual disabilities, hearing and speaking disabilities, visual disability, autism, and occupies a ratio of 8-10% to the total number of children at the same age The development of verbal communication skills of children with developmental delays in language differs from their peers in many respects such as: communication orientation, attention focus, listening comprehension of spoken language, interactive process and language of expression The results of educating verbal communication skills in children with developmental delays in language are influenced by factors that affect generally the development of communication skills of developmental delays in language, such as: communication orientation, listening and understanding speech, verbal expression, interaction in communication, retention, development and termination of communication, especially the detection factor, identification of causes and intervention activities, support children to be organized in preschool environment and at home Organizing activities to educate verbal communication skills for children with developmental delays in language should be specifically studied in accordance with practices, taking into the specific elements of the children (developmental characteristics, abilities, needs, hobbies, vocabulary, communication ) and characteristics of classroom activities in preschool with the support from the environment, positive interactions of their friends and specific techniques are used by teachers in the process of organizing to help children with developmental delays in language to develop verbal communication skills in the best way communication skills show that the average index of all five communication areas of children is low, especially in group (5) conversation retention skills (1.10) and (4) interaction skills (1.34) compared to the highest level 4.0 and average level 2.5; Average indicators in field (1) Listening comprehension skills (1.51); (2) orientation skills and (3) expression skills (1.49) are higher than fields (4) and (5) but also low compared to the average; The standard deviation of the criteria shows the opinions, comments and assessments are quite focused The above indicators show: children don’t implement (level 4-1 points) and don’t implement fully when there is verbal assistance and sample action (level 3-2 points) in most evaluation criteria 100 80 60 40 20 Level Level Level Level Level Level Level Level Chart 2.1 Degree of implementing communication skills of children 5-6 years old with developmental delays in language Chart shows that the communication skills of children 5-6 years old with developmental delays in language mainly at level 3, level that not implemented or not implemented fully 2.2.2 The situation of educating verbal communication skills for preschool children 5-6 years old with developmental delays in language 2.2.2.1 Awareness of children’s teachers and parents on expressions of developmental delays in language in children Most children’s teachers and parents are aware of the importance of educating communication skills for children with developmental delays in language The results in table 2.3 and 2.4 show that children’s teachers and parents have quite focused on the fundamental expressions that children 5-6 years old with developmental delays in language reveal Table 2.3 Summary of levels of expression of children with developmental delays in language as assessed by questionnaires of teachers who directly teach children (n = 24) Criteria 10 11 Number 0 18 2 % Number 0.00 4.17 0.00 0.00 4.17 75.00 8.33 The degree of expression in descending order % Number % Number % Number 0.00 4.17 4.17 33.33 10 41.67 12.50 0.00 0.00 4.17 0.00 4.17 0.00 29.17 16.67 10 41.67 12.50 8.33 0.00 20.83 29.17 33.33 11 Summary % Number % 33.33 10 41.67 4.17 23 95.83 20.83 25.00 25.00 29.17 4.17 23 95.83 0.00 23 95.83 4.17 23 95.83 Table 2.4 Summary of levels of expression of children with developmental delays in language as assessed by questionnaires of children’s parent (n=34) Criteria 10 11 Number 0 22 % Number 5.88 0 0 5.88 17.65 24 64.71 The degree of expression descends Summary % Number % Number % Number % Number % 2.94 8.82 5.88 8.82 11 32.35 5.88 23.53 14 41.18 14.71 29 85.29 2.94 8.82 17.65 10 29.41 2.94 17.65 23.53 15 44.12 13 38.24 20.59 20.59 29 85.29 70.59 8.82 2.94 0 34 100.0 23.53 5.88 0 2.94 33 97.06 Criteria (10), (11), (8) were placed in the first important order by children’s teachers and parents in a total of 11 criteria; criteria (5) and (6) almost children’s parents as well as teachers don’t choose These results demonstrate that children’s teachers and parents had relatively good initial awareness about children with developmental delays in language; 100% of children’s teachers and parents have thought that educating verbal communication skills for children with developmental delays in language is essential Most children’s teachers and parents are interested in building their own plans to educate verbal communication skills for children with developmental delays in language but not understand how to build that plan 2.2.2.2 The situation of educating verbal communication skills for preschool children 5-6 years old with developmental delays in language in preschool education facility (a) The situation of determining the objective to educate verbal communication skills for children with developmental delays in language of preschool teachers 100% of teachers believe they are very interested in developing cohered language for the children and are identified in the objective of the lesson However, teachers are mainly defining the goal of developing language in a generic manner during hours of storytelling, hours of familiarity with literary works, hours of play without the objective of educating their own communication skills, specifically for children with developmental delays in language in the school year plan or in the lesson plan Therefore, when organizing activities, children with language delays in language have not really been properly supported (b) The situation of implementing the content of educating verbal communication skills for children with developmental delays in language In the preschool education program (2016), in the "five-year-old children development standards" (2010), or in the document "Guidelines for organizing the implementation of preschool education program" (2016), the content of educating communication skills in particular for children with developmental delays in language has not really been paid attention Most preschool teachers organize educational activities primarily according to the framework program for children 5-6 years old in general but it is not clear which specific educational content should be implemented and educating what communication skills for preschool children 5-6 years old with developmental delays in language Up to 91.67% of teachers say that they not know about orientation skills in communication; 79.17% of teachers not know interacting skills and most teachers (95.83%) not know about the skill of maintaining conversation Hence, the fact that preschool teachers not understand 12 and have not fully implemented the content of educating communication skills for children 5-6 years old in general and educating verbal communication skills for children 5-6 years old with developmental delays in language in particular (c) The form that teachers apply to educate verbal communication skills for children 5-6 years old with developmental delays in language The majority of teachers (83.33%) choose a collective form of education to educate communication skills for children with developmental delays in language 12.50% of teachers think that there is use of a personal impact form for children with developmental delays in language however this form is principally teachers’ general support in collective activities without direct private support plans in verbal communication skills for children with developmental delays in language More than half of children’s parents (66.11%) think when they have children with developmental delays in language, they should combine with preschool teachers to build a plan to teach their children, and let these children come to school to study with their friends, they will support their children more at home (d) Measures to educate verbal communication skills for children 5-6 years old with developmental delays in language of preschool teachers Measures that teachers implement regularly in the class are organizing games; regular conversations, talking to children; building a friendly teaching and learning environment (95.83%); 91.67% of teachers use pictures, real things, utensils, toys to enhance understanding and interaction with children and storytelling, reading poems for children; 83.33% create a comfortable psychological atmosphere However, measures to build their own impact plan and use intervention exercises to regulate the communication skills for the children have not been done yet by any teachers (e) The basis for building verbal communication skills education for children with developmental delays in language Learn about children’s teachers and parents when they organize educational activities for children with developmental delays in language what problem they often pay attention, the results show: teacher (58.33%) and children’s parents (52.94%) think that when organizing educational activities for children with developmental delays in language, the first thing that they care, is aim of developing the language of the children However, what children’s parents are more concerned than teachers is the excitement of the children with the content of communication (26.47%) but 16.67% of teachers are interested in the children's proactive personality when communicating 2.2.2.3 Difficulties in the process of organizing verbal communication skills education for children with developmental delays in language - 58.33% of teachers think that the greatest difficulty they encounter is limited capacity, lack of documentation, lack of experience in educating children with developmental delays in language; lack of practical environment for children to practice communication skills (41.66%); 29.17% of teachers think that because preschool programs not have content dedicated to children with developmental delays in language; 87.50% of the opinion that between schools, teachers and children’s parents lack unified cooperation are also one of the difficulties when educating communication skills for children with developmental delays in language 13 - 61.76% of the opinion of children’s parents that they lack documentation or guidance from the educators; 26.47% think that because they are too busy, there is not much time to have a chat or support their children 2.2.2.4 The coordinated situation between teachers and children’s parents in educating verbal communication skills for children 5-6 years old with developmental delays in language The relationship between family and school is considered to be the most important by teachers and children’s parents However, 8.33% of teachers’ opinion think that between teachers with children’s parents with developmental delays in language does not have coordination; 91.67% think that there is a collaboration between teachers and children’s parents with developmental delays in language but at a normal level; No opinion is appreciated well; 23.53% of the children’s parents think that the relationship between family and school is currently not good and 73.53% of the reviews are normal 2.2.3 Assessing the factors affect verbal communication skills of children 5-6 years old with developmental delays in language Table 2.13 Single linear regression analysis of the influencing factor on verbal communication skills Verbal communication skills r R2 F P Factors Group of friends in classroom 0.15 10.438
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