A Case Study of Children in a Year 3 Primary School Class and their Predilections for Social Interaction within School: are there Preferences for Interaction with Children with Typical Speech rather than Children with Speech and Language Impairments.
Children learn through engaging in all forms of communication with both adults and peers, with language being a fundamental part of the learning process. However, for children with speech and language impairments (SLI’s), peer interaction may not be easily obtainable. The importance of positive peer interaction cannot be overstated; as Justice et al (2011) advocate, peer influence facilitates both children’s learning and ...view middle of the document...
Therefore, children in the transitional period between early and middle childhood (between 6 and 7years old) were considered to be too young to comprehend the research concepts. Thus, there is a lack of literature which details research with younger children, in determining their reasons for rejection of children with SLI. The literature also showed that some researchers still perceive younger children as being incapable of providing information regarding their own perspectives. Therefore, the purpose of this research proposal, is to discover whether children in the transitional period between early and middle childhood may prefer to interact with peers with 'typical' speech and if this is the case, what are the predominate factors in their decision.
Due, consideration has been given to the ethical implications of the research question. It is simply not ethical, to directly ask young children, whether they prefer to interact with peers who have ‘typical’ speech and if so why? Some children may not comprehend the question. Furthermore, undue attention may also be drawn to the child with SLI. The methodology being proposed not only takes into consideration the impact of the research upon the child participants, but also reflects upon Kellet and Ding’s (2004) suggestion, that children can provide reliable information if asked in an appropriate manner and as such the methodology encompasses a range of research methods designed specifically to meet the needs of individual children’s developmental stages.
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