Supporting communication and language development in nurseries/daycares in Lebanon: realities and representations of SLTs and educators

Background : It is widely recognized that professional’s representations and beliefs about language development can impact practices in the field of preventing language and literacy difficulties ((Piasta et al., 2009; Dickinson & Brady, 2006). This study focuses on the context of daycares in Lebanon. It aims to explore practices, identify needs, barriers and motivations for the implementation of a language intervention program, led jointly by speech therapists and caregivers in the multilingual and multicultural Lebanese context. International recommendations highlight the necessity for SLTs to conceptualize their intervention, according to community based needs, focusing on primary prevention for early language difficulties, given their later impact on social and professional integration (Law 2013).
Method: a survey study through questionnaires developed according to Lebanese context specifications of will be proposed to different publics: 1) nurseries/daycares directors, 2) educators/caregivers, 3) Speech therapists. Each questionnaire will include items about language support practices, professional roles and the collaboration between SLTs and caregivers in Lebanese nurseries.
Results: Findings will be discussed in the context of the realities of nurseries in Lebanon by defining the beliefs and practices in the area of prevention as well as the opportunities of collaboration between caregivers and SLT’s in prevention program models. Cultural differences and backgrounds of various stakeholders would influence findings. This study is a part of a wider project on prevention practices in Lebanon. Results will be analyzed along with the study targeting kindergartens in the same context.