Investigating the Levels of Speech, Language, and Communication Needs in Indonesian Kindergarten Children Aged 3 – 5 Years Old

Background
Speech, language, and communication needs (SLCN) can have significant impact on children’s literacy and academic outcomes, as well as broader social-emotional and behavioural outcomes. Early identification is important to facilitate access to learning in kindergartens and to prevent these poor outcomes long term. However, very little research has investigated children with SLCN in Indonesia. Furthermore, no research has investigated teachers’ perspectives on identifying and supporting children with SLCN in Indonesia.

Aims
This project aims to:
1. Investigate levels of SLCN in Indonesian kindergarten children, according to a teacher screening observation checklist.
2. Investigate the thoughts, feelings, and beliefs of kindergarten teachers regarding SLCN in Indonesian kindergarten children.

Method
Teachers of kindergarten children (3 – 5 years old) were trained in SLCN and in the use of an adapted teacher screening tool. They then used this screen to rate children’s (n = 144) speech, language and communication skills. Information about children’s speech, language, communication development history, parent concern, and family socioeconomic background was collected through a Parent Questionnaire (return rate, n=83, 57.6%). Information about children’s social-emotional and behavioural status (n=25) was collected through the Teacher-rated Strengths and Difficulties Questionnaire. Two focus groups with kindergarten teachers (n=10) investigated teachers’ perspectives on identifying and supporting SLCN in Indonesia.

Results
Ten children (6.9%) had teacher screening scores suggesting moderate concern about one of five areas of speech, language, and communication skills—potential SLCN. A further 70 children (48.6%) had teacher screening scores suggesting a mild concern in at least one of five areas of speech, language, and communication skills. This suggests that teachers had some level of concern for 55.6% of the kindergarten children in their classrooms. Among the five areas of speech, language, and communication skills (Articulation, Syntax, Vocabulary, Narrative, and Comprehension) the teachers had the most concern for the kindergarten children’s Narrative skills. Fifty-five children had a teacher concern, either moderate (n=10, 3.5%) or mild (n=50, 34.7%), in the area of Narrative skills.

Parent questionnaire revealed that most parents did not have concern over their speech, language, and communication skills. Most of these children came from an advantaged background with parents who were university graduates, employed, and had a middle-high income. The Strengths and Difficulties Questionnaire results showed that, albeit only for 25 of 144 children (17.4%), most children had close to average results in social, emotional, and behavioural status.

The focus groups identified five key themes: 1) challenges in building a collaborative relationship with parents, 2) parents' lack of interaction with children as a cause of SLCN, 3) teachers need further knowledge and training in SLCN, 4) types of SLCN that draw teachers' attention, 5) various ways teachers support children with SLCN in the classroom.

Conclusions
Results indicate that teachers have concerns about a significant number of kindergarten children’s speech, language and communication skills, though the adapted-teacher screening observation checklist is not able to diagnose possible speech, language, and communication needs in Indonesian kindergarten children. There is a need for a screening tool appropriate for use in Indonesian kindergarten children.

Findings support the evidence from the international studies regarding teachers’ need for further training in SLCN; and the importance of collaboration between teachers, parents, and specialist professionals and services (e.g., speech and language therapy; educational psychologist). This study is one of the first to investigate SLCN in Indonesia in partnership with the teachers. Implications for both early education and future research are discussed.