Les troubles du langage oral constituent un problème de santé publique du fait de leur fréquence et de leurs conséquences négatives sur les apprentissages scolaires et sur l’épanouissement psychosocial de l’enfant. L’objectif de la présente étude est de déterminer la prévalence des difficultés du langage et des troubles qui y sont associés chez les enfants de trois ans et demi.

Nous avons procédé à la passation, chez 165 enfants intégrés dans les jardins d’enfants de Sfax (Tunisie), du questionnaire de Chevrie-Muller.

Des difficultés du langage et/ou du comportement (score au QLC≥14) ont été relevées dans 17,55 % des cas. Les difficultés langagières (difficultés en production orale et/ou en compréhension) représentaient 16,36 % des cas. Les enfants appartenant à ce groupe présentaient significativement plus de troubles du comportement et de difficultés attentionnelles et motrices par rapport au groupe sans difficultés de langage.

Cette étude a permis d’objectiver la fréquence élevée des difficultés de langage et des troubles du comportement ainsi que des difficultés motrices et attentionnelles associées chez les enfants de trois ans et demi. D’où l’intérêt de la sensibilisation des enseignants à ces difficultés afin de les repérer à temps, d’y remédier et d’aider l’enfant au niveau des apprentissages scolaires ultérieurs.

Oral language is the principal communication tool that develops in close interaction with the development of intelligence and thought. It is logical to think that early difficulties with language are harmful for a good acquisition of school learning. Therefore, the detection of oral language disorders in children 3 to 6years must be systematic in order to identify these problems as soon as possible and treat them early. In Tunisia, there are few studies that have focused on evaluating the frequency of language disorders in clinical population; but there are still no publications on screening for language disorders in general population. This survey aimed to determine the prevalence of language and behavior problems in children aged 3.5years to 3years 9months and frequenting kindergartens by using the questionnaire of Chevrie-Muller (QLC_3.5).

The study was cross-sectional, carried out in 13 kindergartens in the city of Sfax (Tunisia) for a period of two months (November and December 2012). All the children aged between 3.5years and 3years 9months and whose parents consent to participate to this study were included. We have collected 165 children for whom the QLC_3.5 was completed by kindergarten's teachers.

Among these children, 17.55% had language difficulties and/or behavior problems (Score at QLC_3.5≥14), 75.15% had no difficulties (Score between 0 and 9 at QLC_3.5) and 7.3% were to monitor and review (Score between 10 and 13). The principal component analysis, which identifies four partial scores had showed difficulties in oral production in 16.36% of cases, difficulties in comprehension in 9.1% of cases, difficulties in motor skills and attention as well as behavioral problems in 16.36% of cases for each score. According to this analysis, we have identified two groups: a first group of children with language difficulties (difficulties in oral production and/or in comprehension), which represented 16.36% of cases (27 children) and a second group without language difficulties. The comparison between the two groups underlined that children with language difficulties exhibited much more associated problems. Indeed, motor skills and attentions difficulties were noted in 59.3% in the first group vs. 7.97% in the second group, and behavior problems were observed in 48.1% in the first group vs. 10.14% in the second one (P<10⁻³).

The results of this study confirm the high prevalence of language difficulties in children aged between 3.5years and 3years 9months and point out the common association with behavioral disorders and attentional difficulties. Thereby, the sensibilisation of teachers taking care of children in this age group is crucial to identify those who have language problems early in order to improve their healthcare management and to help them in later school learning.