Preschool Teachers as Potential Early Identifiers of Pediatric Voice Disorders: Awareness and Referral Practices

Purpose: Early identification of voice disorders is essential. Preschool teachers interact with children daily and may play an important role in recognizing early signs of voice problems and referring children to appropriate health professionals. The aim of this study was to examine preschool teachers' knowledge and awareness regarding pediatric voice disorders. Method: This study was conducted using a qualitative phenomenological research design. The study group consisted of 10 preschool teachers working in early childhood education institutions in Türkiye. Data were collected through a semistructured interview form consisting of nine open-ended questions developed by the researchers. The collected data were analyzed using thematic analysis. Results: The analysis revealed six main themes: awareness of voice disorder symptoms, perceived causes of voice disorders, preventive strategies, teachers' intervention behaviors, educational background and knowledge level, and the need for training. Teachers most frequently recognized voice disorders through symptoms such as hoarseness, rough voice, and breathy voice quality. Participants commonly associated voice problems with behavioral factors such as shouting and speaking loudly. Conclusions: These findings suggest that preschool teachers may function as potential identifiers in the early identification of pediatric voice disorders; however, limited training may constrain timely referral. Targeted educational interventions may enhance early detection and improve clinical outcomes. Supplemental Material: https://doi.org/10.23641/asha.34063548