Assessing Self-Concept in Children (Aged 5-7) with Functional Dyslalia

Area of Science:

• Child Psychology
• Speech-Language Pathology

Background:

• Self-concept, integral to personality, develops over time and influences self-esteem.
• Language significantly shapes cognitive processes, including personality, memory, and worldview.
• Functional dyslalia can potentially impact a child's developing self-concept.

Purpose of the Study:

• To analyze the self-concept of children aged 5-7 with functional dyslalia.
• To identify factors influencing self-concept in this demographic.
• To provide recommendations for enhancing self-concept.

Main Methods:

• Quantitative, non-experimental, descriptive, cross-sectional, and correlational design.
• Utilized the Perception of Child Self-concept Scale (PCS).
• Surveyed 50 children (aged 5-7) with functional dyslalia in Granada, Spain.

Main Results:

• Children generally presented with a medium level of self-concept.
• Girls reported higher self-concept scores than boys.
• Higher scores were observed for family attachment and feelings, decreasing with age; lower scores for environment and autonomy.
• Younger children (5-year-olds) and those in rural areas showed higher self-concept.

Conclusions:

• Self-concept is a dynamic construct that evolves throughout childhood.
• Functional dyslalia may be associated with varying self-concept levels, influenced by factors like sex, age, and environment.
• Targeted interventions can support the development of positive self-concept in children with speech difficulties.