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Recommended Interventions for the Promotion of Language Development for Children With Learning Difficulties
Abstract
This chapter describes the influence of an innovative type of activities called “aesthetic flow activities” in enhancing the holistic functionality οf first graders in the five domains of language—phonology, morphology, syntax, semantics, pragmatics—as well as in attention processes along with enhancing motivational responses. The sample consisted of 98 children aged 6-7 years with learning difficulties and disabilities. Participants were divided into experimental groups taking part in 30 experiential “aesthetic psychological flow activities” and control groups who received a traditional approach. Data were obtained from a pre-test/post-test design, participant observation, and interviews with children and their teachers. Pre- and post-intervention measures suggest that the children of the experimental groups demonstrated higher scores in language post-tests and greater engagement in the learning process. Τhe chapter highlights ways for educators to support language and literacy skills development of all children, whether they belong to a vulnerable group or not.
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