Abstract:

Introduction:
The paper deals with recognizability of incorrect ways of respiration (breathing) in preschool children and the possibilities of early detection of the negative consequences of long-term mostly oral (mouth) respiration. The consequences significantly affect not only the field of speech-language therapy, psychology or medicine, but also the pedagogy and subsequent school performance of the child. Attention is paid mainly to preschool teachers (PreTs) and their ability to identify respiratory and speech problems in preschool children in time. The paper presents partial research findings from kindergarten teachers in areas with objectively more favorable air quality. It compares these results with earlier findings from regions with poorer air quality and thus provides an opportunity to assess the environmental factor as a possible primary cause.

Methodology:
We conducted a partial research survey using an online questionnaire survey at PreTs in selected areas (the criterion for selecting the regions was „more favorable air quality“) from various kindergartens. The questionnaire consisted of 30 items and found out the awareness and approach of PreTs to the issue of proper breathing, oral and nasal resonantion balance and the possibilities of preventive action. The aim was also to find out whether PreTs can recognize speech disorders in children in kindergarten. However, other factors were also assessed, such as the influence of the presence of a speech-language therapist in kindergarten, the connection of teachers' approach with the length of their work in kindergarten, or the evaluation of PreTs and their cooperation with parents of preschool children and others.

Results:
Based on the analysis of the online questionnaire survey, the main research questions were answered and it was found out which factors are the most frequent in the given issue. From the approach of preschool teachers it was found out whether or not there are differences between areas with worse and better air quality, whether or not there is a difference in the approach between PreTs with longer and shorter experience in kindergarten, or if PreTs can or could not recognize resonance disorders (hyper / hypo / hyper-hyponasality) in preschool children. The questionnaire also provided an answer to the question of whether possible for PreTs have enough time to focus on the issue of breathing and speech sound in children, or what other speech disorders or difficulties PreTs most often notice and if PreTs subjectively think that the issue is important or not.

Conclusion:
The issue of incorrect respiration is multidisciplinary with a significant overlap to the field of pedagogy, which is also confirmed by the significant influence of PreTs on the possibility of early recognition of emerging negative consequences in PreTs. It is the preschool teacher who can catch the problems in time and inform the parents if he notices the problems. Therefore, it is very important to raise awareness of the issue, the degree of involvement of PreTs in prevention and also awareness of the consequences of preschool children, what to focus on, how to recognize breathing and hyper/hyponasality (speech sound resonance disorders) in preschool children and others. However, the approach of the parents of these children to the recommendations of PreTs and the degree of their respect for the expertise and knowledge of PreTs is also very important.

Keywords:

preschool age, preschool education, breathing, resonance disorders, speech-language therapy, special education