This course is part of the Master 2 program in speech therapy. It aims at addressing the role of the speech and language therapist (SLT) in preventative intervention for young children, within the educational contexts of early childhood: kindergarten and daycare centers. It enables future SLTs to understand the challenges of language development in early childhood, effective interprofessional collaboration, and the various roles of the speech therapist in collaboration with teachers and educators, from a developmental perspective. Examples of intervention programs aimed at highlighting interprofessional collaboration are also covered in this course.

Temps présentiel : 15 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Examen final

Référence :
-Barnett, S. E., Levickis, P., McKean, C., Letts, C., & Stringer, H. (2022). Validation of a measure of parental responsiveness: Comparison of the brief Parental Responsiveness Rating Scale with a detailed measure of responsive parental behaviours. Journal of Child Health Care, 26(1), 56–67. https://doi.org/10.1177/1367493521996489 -Bigras, N., Dessus, P., Lemay, L., Bouchard, C., & Lequette, C. (2020). Qualité de l’accueil d’enfants de 3 ans en centre de la petite enfance au Québec et en maternelle en France. Enfances Familles Générations. Revue interdisciplinaire sur la famille contemporaine, (35) -Biel, C. H., Buzhardt, J., Brown, J. A., Romano, M. K., Lorio, C. M., Windsor, K. S., ... & Goldstein, H. (2020). Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity. Early Childhood Research Quarterly, 50, 140-156. -Ebbels, S. H., McCartney, E., Slonims, V., Dockrell, J. E., & Norbury, C. F. (2019). Evidence-based pathways to intervention for children with language disorders. International journal of language & communication disorders, 54(1), 3-19. -Dickinson, D. K., Nesbitt, K. T., & Hofer, K. G. (2019). Effects of language on initial reading: Direct and indirect associations between code and language from preschool to first grade. Early Childhood Research Quarterly, 49, 122-137. -Kouba Hreich, E., Moitel Messarra, C., Martinez‐Perez, T., Richa, S., & Maillart, C. (2020). Supporting language development in Lebanese preschools: SLT and pre‐KT practice and perception of roles. International Journal of Language & Communication Disorders, 55(6), 988-1004. -Hreich, E. K., Messarra, C., Rousselle, L., & Maillart, C. (2022). Soutenir le développement du langage à l’école: La qualité des interactions observées dans les classes maternelles et auto-rapportées par les enseignant. es au Liban. Le système éducatif en Afrique francophone: Défis et opportunités, 140. -Kouba Hreich, E., Messarra C., Martinez-Perez, T., & Maillart, C. (2022). Effects of a professional development program designed by Speech and language pathologists targeting the use of vocabulary strategies in preschool teachers: a pilot study. Canadian Journal of Speech-Language Pathology and Audiology, 46(4), 299-316. -Bergeron-Morin, L., Bouchard, C., El Kouba, E. Houben, L & Charron, A. (2023). Franchir la porte des services éducatifs de la petite enfance pour le soutien au développement langagier : enjeux et eprspectives du rôle des orthophonistes dans le développement langagier : enjeux et perspectives du rôle des orthophonistes dans le développement professionnel des éducatrices. In Thomas N., eds. « Accompagner et soutenir le développement langagier de l’enfant ». Deboeck supérieur, Louvain-La-Neuve