The Roles of Speech and Language Therapists and Teachers in Preschools : A Systematic Review on Perceptions of Professionals on their own and each other’s Role in Preventing Language Problems

Abstract: The importance of the provision of language support to preschool children is undeniable. Preschool teachers are often part of the immediate (language) learning environment and represent role models for young children. Speech and language therapists on the other hand are educated in the assessment, treatment and prevention of language disorders. When collaborating, the combination of specific language knowledge from the speech and language therapist and knowledge about the child’s everyday routines and interests from the preschool teacher are solid resources for identifying and treating language problems. This present study aims to identify the roles of speech and language therapists and preschool teachers when working in preschools with children on supporting language development and preventing developmental language disorders. A systematic literature review was conducted to address the problem. Eight articles from six countries were identified for analysis. The findings of the current study suggest that both professional groups use evidence-based strategies to support language development when working with children in preschools. This study’s findings support that speech and language therapists rather specifically work on language whereas preschool teachers use a more holistic approach towards children in their group. Speech and language therapists tend to consult preschool teachers in their teaching whereas there was no reporting of the other way around. There were no major differences in roles found in reporting of characteristics of the provided support. In conclusion, role clarification might not sufficiently facilitate collaboration among professionals in preschools because there are other factors influencing collaboration. Besides, differences in local, national and international structures create difficulties when the generalisation of the present results is sought.