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Global Perspectives in Early Childhood Education

Diversity, Challenges and Possibilities

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Edited By Marika Veisson, Eeva Hujala, Peter K. Smith and Manjula Waniganayake

The idea for this book arose from presentations delivered at two conferences in Tartu and in Tallinn in Estonia. These conferences brought together many professionals and researchers working in early education, many from Europe, and also Australia and the USA. This book, written by 37 authors, consists of chapters about the development of early childhood education, children’s developing skills and the early childhood curriculum, and about the role of early childhood teachers. Further topics are the role of parents in early childhood education, and the work with children with special needs in the preschool. The book will be of interest to those interested in early childhood practice and policy.

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SECTION B - CHILDREN'S DEVELOPING SKILLS AND THE EARLY CHILDHOOD CURRICULUM

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SECTION B CHILDREN’S DEVELOPING SKILLS AND THE EARLY CHILDHOOD CURRICULUM 165 The Development of Speech of Estonian Children Aged 2–4 Years and Its Connections with Environmental Factors where the Child is Growing Up Tiiu Tammemäe Tallinn University, Estonia During the preschool years children develop fast. Cognitive development during this period, for instance, is closely related to speech and language development. During this period, intellectual development undergoes important changes and these become expressed in speech and language development. Early diagnosis of speech and language development disorders and the provision of speech therapy are important considerations of overall child growth and development. The importance of an individual’s genetic makeup and the environment s/he inhabits, can have on child development has been evaluated differently. In general, these assessments fall between 20–60% on the environment (Rowe, Ja- cobson, & Van den Oord, 1999). This difference is probably related to the variations in children’s home environments. The more attention we pay to the qualities of the home environment, the more we are able to support children’s development. Thus, one can say that child rearing environments play an impor- tant part in how and to what extent individual intelligence is manifested (Schneider & Bullock, 2008). The environment can be supporting, as well as re- straining. According to those such as Gottfried, Gottfried, Bathurst, and Guerin (1994, 167) and Buckley (2003) home environments play a very important role in children’s intellectual development and development of other skills.. When knowing the factors that influence children’s speech and...

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