Abstract:

Introduction:
The paper deals with educators from different regions of the Czech Republic (cities and villages) who work in kindergartens and elementary schools and had the opportunity to observe the effects of Covid-19 on preschool and younger school children. The paper deals mainly with the effects of the pandemic on communication (and non-verbal communication), respiration, speech comprehension, the presence of communication disorders or difficulties and others. Educators assessed the impacts based on a comparison with children who were not affected by the pandemic (before 2020). Based on their experience and current observations in the questionnaire survey, the teachers were also asked to evaluate the children's motor ability, their behaviour, social interaction, school performance, some psychological aspects and more.

Methodology:
The paper presents the results of an overall research investigation carried out in various areas of the Czech Republic. A questionnaire compiled by the author was used as a research tool, which was presented online to educators who work with preschool and younger school children. The questionnaire was primarily focused on the effects of the Covid-19 pandemic and the effects of measures that are associated with the pandemic (e.g. the effects of wearing upper respiratory protective devices). Another important area of interest was to find out whether or not educators observe an increase in the number of so-called at-risk children (children who are prone to very common upper respiratory tract diseases) or an increase in the number of children who breathe in a bad way after the pandemic. Breathing was also another area of interest in the questionnaire survey. The correct way of breathing in preschool and younger school children and the approach and opinion of educators on this topic.

Results:
After data collection, an analysis of the online questionnaire survey was performed. The main research questions were answered and the hypotheses were verified. It was determined how pedagogues in kindergartens and elementary schools evaluate the effects of the pandemic on selected areas. The results can be compared not only within individual regions of the Czech Republic, but also within the framework of the results found in kindergartens and elementary schools. Children's communication and respiratory skills, differences between areas with worse and better air quality, and speech-language therapy difficulties and the way children breathe were evaluated. The questionnaire also examined whether the respiratory manner worsened in children because of anti-pandemic measures. And, whether speech language therapy difficulties manifest themselves more in articulation or in speech comprehension.

Conclusion:
The paper presents a summary of existing speech-language therapy research findings in this particular area and builds on previously published research findings. The results show the importance of interest in the whole topic, the observed impacts and other possible work with the topic towards the prevention of risk areas in children in the context of communication, respiration and education. Communication and breathing patterns in children can be positively influenced in many ways, and some even prevent negative impacts. The approach of educators is also important. The comparison between schools shows some similarities and differences, but above all it reveals the transdisciplinarity of the whole topic.

Keywords:

Children, breathing, speech resonance disorders, speech-language therapy, special education, Covid-19 pandemic.