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A Case Study Of Children In A Year 3 Primary School Class

3825 words - 16 pages

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.

Introduction

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.

Word Count: 526

References:

Justice, L, M., Petscher, Y., Schatschneider, C., & Mashburn, A. (2011) Peer Effects in preschool classrooms: is children’s language growth associated with the classmates’ skills? Child Development. vol. 82, no. 6, pp, 1768-1777.

Kellet, M. & Ding, S (2004) ‘Middle Childhood’ in Fraser, S., Lewis, V., Ding, S., Kellett, M. and Robinson, C. (eds) Doing Research with Children and Young People, London, Sage in association with The Open University.

Langevin, M., Prasad, N., Nippold, M., & Schwarz, I. (2012). A stuttering education and bullying awareness and prevention resource: a feasibility study. Language, Speech & Hearing Services In Schools, vol. 43, no. 3, pp, 344-358.

Law, G., Bates, G,. Feuerstein, M., Mason-Apps, E., & White, C. (2012) Peer acceptance of children with language and communication impairments in a mainstream primary school: associations with type of language difficulty, problem behaviours and a change in placement organization. Child Language Teaching and Therapy. vol. 28, no. 1, pp, 73-86.

Menting, B., Van Lier, P., & Koot, H,M. (2011) Language skills, peer rejection and the development of externalising behaviour from kindergarten to fourth grade. The Journal of Child Psychology and Psychiatry. Vol. 52, no. 1, pp, 72-79.

Turnball, J. (2006) Promotting greater understanding in peers of children who stammer. Emotional and Behavioural Difficulties. vol. 11,...

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