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ERIC Number: EJ930455
Record Type: Journal
Publication Date: 2011-May
Pages: 5
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-1538-6619
Working in the Classroom with Young Children Who Stutter
Panico, James; Daniels, Derek E.; Claflin, M. Susan
Young Children, v66 n3 p91-95 May 2011
Young children develop the skills necessary for communication in infancy. Interactions with family members and other caregivers nurture and support those skills. Spoken (expressive) language progresses rapidly after a child's first word. A typical 2-year-old has an expressive vocabulary of approximately 150-300 words. Around this time, as they experience a language explosion, many children begin to exhibit normal disruptions within their speech, such as repeating sounds, syllables, and/or words. Children experience these disruptions because their vocabularies expand while they are still learning to coordinate the necessary mouth movements. Each child experiences this language explosion in a way that is unique to him or her. Some children develop communication skills at an earlier age than others. Early childhood educators may notice differences among the children in their program, and are likely at some point to interact with young children, particularly 3- to 8-year-olds, who exhibit speech and/or language disorders, including stuttering. Some educators may not have addressed speech and language disorders in their academic studies. In such cases they may feel apprehensive, uncertain, and possibly anxious about addressing the needs of children who stutter. This article offers an overview of stuttering and presents effective classroom intervention strategies to support the communication skills of young children between ages 3 and 8.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A