Early childhood educators' knowledge and attitudes toward young children who stutter

Attitudes of 74 early childhood educators toward young children who stutter were explored using a Greek translation of Teacher Attitudes Toward Stuttering (TATS) Inventory and the Alabama Stuttering Knowledge Test (ASK). Results indicated a significant positive correlation between educators' attitudes towards stuttering (TATS) and knowledge of stuttering (ASK). Multiple regression analysis showed that age, years of experience and educational level were not significant predictors of attitudes (TATS) toward young children who stutter. Participants' responses appeared to indicate positive attitudes towards young children who stutter. This study highlighted the need for awareness campaigns and education opportunities to ensure fewer negative perceptions for very young children who stutter.