Vizuelne, auditivne i jezičke sposobnosti Dece ranog školskog uzrasta

Abstract

Cilj ovog rada je da se utvrde nivoi razvoja u oblastima vizuelnih, auditivnih i jezičkih sposobnosti kod dece ranog školskog uzrasta, kao i povezanost vizuelnih i auditivnih sa jezičkim sposobnostima Uzorak je činilo tridesetoro dece oba pola, uzrasta od 7 do 11 godina, bez dijagnostikovanog nekog od razvojnih poremećaja. U svrhu procene primenjen je Akadija test. Analizom rezultata je utvrđeno je da određen procenat dece ima značajno niža postignuća od očekivaniih za uzrast na pojedinim suptestovima. Najveći broj dece koja su imala postignuća niža za više od jedne SD uočen je na suptestovima Auditivno pamćenje (33,3%), Vizuomotorna koordinacija i mogućnost sleda (20%) i Vizuelno pamćenje (20%), dok je najmanji procenat dece odstupao od uzrasnih normi na suptestu Automatsko jezičko blago (10%). Na uzorku u celini utvrđena je značajna pozitivna korelacija srednje jačine između postignuća na suptestovima Crtanje oblika i Veština stvaranja pojmova (r=0,61, p<0,01), i između postignuća na suptestovima Vizuelno pamćenje i Automatsko jezičko blago (r=0,64, p<0,01). Pored toga, utvrđena je slična korelacija između postignuća na suptestu Audio-vizuelne asocijacije sa postignućima na suptestovima Veština stvaranja pojmova (r=0,62, p<0,01) i Stečeno jezičko blago (r=0,63, p<0,01). Dobijeni rezultati ukazuju na to da deca tipičnog razvoja ranog školskog uzrasta mogu imati lošija postignuća u određenim domenima razvojnih sposobnosti koje značajno utiču na ovladavanje školskim veštinama. Dodatno, pored dobro dokumentovane povezanosti auditivnih i jezičkih sposobnosti, rezultati našeg istraživanja ukazuju i na značajnu povezanost vizuo-prostornih i nekih aspekata jezičkih sposobnosti.

The aim of this study is to determine the levels of development in the areas of visual, auditory and language skills in early school-age, as well as the relationship between visual and auditory with language skills. The sample consisted of thirty girls and boys, aged from 7 to 11, without any developmental impairments. For the purpose of assessment, the Acadia test was used. Data analysis showed that a certain percentage of children have significantly lower achievements within four subtests, according the norms. The highest percentage of children whose achievement was more than one SD lower than average was observed within subtests Auditory memory (33.3%), Visual motor coordination and sequencing (20%) and Visual memory (20%) scores, while the lowest percentage of children deviated from age norms on the subtest Automatic language richness (10%). In the overall sample, results showed significant positive correlation of medium strength between scores at Forms drawing and Ability of forming concepts (r= 0.61, p<0.01), and between scores at Visual memory and Automatic language richness (r = 0, 64, p<0.01). In addition, a similar correlation was found between scores at Audio-visual association with scores at Ability of forming concepts scores (r = 0.62, p<0.01) and Acquired language richness (r = 0.63, p <0, 01). The obtained results indicate that typically developing children at early school-age may have difficulties in certain domains of developmental abilities that can significantly affect academic skills. Moreover, in addition to the well-documented relation between auditory and language abilities, the results of our research also indicate a significant relation between visual-spatial and certain aspects of language abilities.