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Child, Preschool. --- Education --- Schools, Nursery --- Children, Preschool --- Preschool Child --- Preschool Children --- history. --- Education, Preschool. --- Education, Preschool --- Child, Preschool --- Children --- Infant education --- Prekindergarten --- Preschool education --- Early childhood education --- Nursery schools --- history --- Education (Preschool)

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Education, Preschool --- Education, Preschool. --- Periodical --- Children --- Infant education --- Prekindergarten --- Preschool education --- Education (Preschool) --- Early childhood education --- Nursery schools --- Pediatrics. --- Child. --- Child, Preschool. --- Humans. --- Infant. --- Infants --- Human --- Man, Modern --- Homo sapiens --- Man (Taxonomy) --- Modern Man --- Children, Preschool --- Preschool Child --- Preschool Children --- Minors

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Education, Preschool --- Child Development --- Psychology, Child --- Child, Preschool --- education --- Éducation préscolaire --- Education, Preschool. --- Périodiques. --- Child Development. --- Pediatrics. --- Psychology, Child. --- Child. --- Child, Preschool. --- Humans. --- education. --- Psychology, Infant --- Psychology, Pediatric --- Child Psychology --- Infant Psychology --- Pediatric Psychology --- Child --- Infant --- Infant Development --- Development, Child --- Development, Infant --- Human --- Man, Modern --- Homo sapiens --- Man (Taxonomy) --- Modern Man --- Children, Preschool --- Preschool Child --- Preschool Children --- Children --- Infant education --- Prekindergarten --- Preschool education --- psychology --- Education (Preschool) --- Psychology, Developmental --- Growth --- Minors --- Early childhood education --- Nursery schools

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Actuellement, les logopèdes et les professionnels du système stomatognathique ne savent pas sur quoi se baser lorsqu’il est question de décider comment un enfant d’âge préscolaire respire préférentiellement. Une revue non exhaustive de la littérature nous a permis de constater un manque actuel de conditions, contextes et critères fonctionnels d’observation empiriquement validés pour le choix du pattern habituel/préférentiel de respiration d’un enfant d’âge préscolaire. En outre, bien que plusieurs méthodes et outils existent déjà, aucun ne permet l’évaluation fonctionnelle du pattern habituel/préférentiel de respiration d’un enfant d’âge préscolaire. Cette étude a dès lors cherché à mettre au point des recommandations cliniques valides pour des logopèdes et elle a œuvré à mettre au point un premier prototype d’un outil clinique d’observation qui guidera les cliniciens dans leur prise de décision. Nous avons, pour ce faire, opté pour un processus de Delphi international en trois phases auquel entre 9 et 15 logopèdes experts des troubles myofonctionnels orofaciaux ont participé. Les deux premières phases du processus cherchaient à comprendre comment classer la respiration et cherchaient à valider les contextes, conditions, critères et signes fonctionnels issus de la littérature ou suggérés par les experts eux-mêmes. La validité de contenu des items a été évaluée au moyen de la technique du CVR de Lawshe et la validité globale des items validés, retenus pour l’outil a été évaluée au moyen d’un S-CVI Average. La troisième et dernière phase de l’étude déterminait comment les patterns de respiration, les contextes, critères et signes fonctionnels devaient être agencés et mis en pratique dans l’outil clinique. Au terme du processus de Delphi, nous avons déterminé que le pattern habituel de respiration se décline selon trois modes (respiration nasale, buccale et mixte). Nous avons validé et retenu 3 contextes, 4 conditions d’observation, 6 critères et 21 signes fonctionnels. Nous avons pu déterminer l’ordre d’importance des 6 critères pour l’observation du pattern habituel de respiration de l’enfant d’âge préscolaire et nous avons pu associer de façon qualitative les signes fonctionnels aux 3 patterns de respiration déterminés. Enfin, nous avons pu rassembler toutes ces informations en une grille d’observation que nous proposons actuellement sous l’état de deux prototypes. Nous abordons également le chemin que la grille d’observation peut encore parcourir pour éventuellement devenir valide et exploitable par des logopèdes dans leur pratique clinique. Speech therapists and stomatognathic professionals currently do not know what to base their decisions on when choosing how a preschooler breathes preferentially. From a non-exhaustive review of the literature we found a current lack of empirically validated conditions, contexts, and functional observational criteria for deciding the habitual/preferential pattern of breathing of a preschooler. Although several methods and tools already exist, none of them allows the functional assessment of the usual/preferential breathing pattern of a preschooler. This study, therefore aimed to develop valid clinical recommendations for speech-language pathologists and aimed to develop an initial prototype of an observational clinical tool to guide clinicians in their decision-making. We opted for a three-rounded international Delphi process in which between 9 and 15 experts in orofacial myofunctional therapy participated. The first two rounds of the process aimed to understand how to classify the breathing patterns and aimed to validate the contexts, conditions, functional criteria and signs from the literature or suggested by the experts themselves. The content validity of the items was assessed using Lawshe's CVR technique and the overall validity of the validated items selected for the tool was assessed using the S-CVI Average method. The third and final round of the study determined how the breathing patterns, the contexts, functional criteria and signs should be arranged and implemented in the clinical tool. At the end of the Delphi process, we determined that the usual breathing pattern is split into three categories (nasal, buccal and oronasal breathing). We validated and retained 3 contexts, 4 observation conditions, 6 criteria and 21 functional signs. We were able to determine the order of importance of the 6 criteria and we were able to associate in a qualitative way the functional signs to the 3 determined breathing patterns. Finally, we were able to gather all this information into an observation grid that is currently proposed in two prototypes. We also discuss the path that the observation grid can still take to eventually become a valid and usable tool for speech therapists in their clinical practice.

Mouth Breathing --- Nasal Breathing --- Delphi Study --- Content Validity --- Criteria --- Preschooler --- Myofunctional Therapy --- CVR --- Delphi Process --- Scale Development --- Validation Study --- Preschool Child --- Stomatognathic System --- Speech Language and Hearing Sciences --- CVI --- Orofacial Myofunctional Disorders --- Processus de Delphi --- Critères --- Enfant d'âge préscolaire --- Logopédie --- Orthophonie --- CVR --- Création d'outils --- Respiration Buccale --- Respiration Nasale --- Validité --- Validité de Contenu --- Thérapie Myofonctionnelle Orofaciale --- Troubles Myofonctionnels Orofaciaux --- Système Stomatognathique --- CVI --- Sciences de la santé humaine > Multidisciplinaire, généralités & autres --- Sciences de la santé humaine > Dentisterie & médecine buccale

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Child Development. --- Child, Preschool. --- Motivation. --- Motor Activity. --- Motor Skills. --- 372.879.6 --- kleuteronderwijs --- Motor Skill --- Skill, Motor --- Skills, Motor --- Child Development --- Locomotor Activity --- Physical Activity --- Activities, Locomotor --- Activities, Motor --- Activities, Physical --- Activity, Locomotor --- Activity, Motor --- Activity, Physical --- Locomotor Activities --- Motor Activities --- Physical Activities --- Disincentives --- Incentives --- Disincentive --- Incentive --- Drive --- Children, Preschool --- Preschool Child --- Preschool Children --- Infant Development --- Development, Child --- Development, Infant --- Psychology, Child --- Growth --- Lichamelijke opvoeding. Didactiek van de lichamelijke opvoeding --(niet-universitair onderwijs) --- 372.879.6 Lichamelijke opvoeding. Didactiek van de lichamelijke opvoeding --(niet-universitair onderwijs) --- Expectations --- Expectation --- Motivations --- Child, Preschool --- Motivation --- Motor Activity --- Motor Skills