Pedagogical conditions of the development of grammatically accurate speech of 3 to 5 years old children
2017
Vulane, A., Riga Teacher Training and Educational Management Academy (Latvia) | Engele, Z., Riga Teacher Training and Educational Management Academy (Latvia) | Taurina, A., Riga Teacher Training and Educational Management Academy (Latvia)
The usage of language provides implementation of different functions in children’s lives. One of them is the communicative function – the speaking role becomes a tool of communication. Speech development is an important task of pre-school pedagogy and its successful implementation ensures the formation of child's communicative competence. The third year of life is an especially important period for a child's speech development, when vocabulary expands rapidly. The child’s attention focuses on grammar formations when specific number of words have been learned. Being in a free, active, creative and natural speech environment, a child acquires grammatical structures as certain speech stereotypes from peers and adults. There are different tasks and exercises to promote grammatically correct speech found in pre-school education curriculum program but they are insufficient. While organizing the learning process, the teacher is guided by the educational content of the program, and if these tasks are not exactly revealed, well targeted work is incomplete. The empirical research deals with the monolingual Latvian-speaking children’s ability to reconcile the adjectives with nouns in gender, number and case, as well as usage of definite and indefine endings of adjectives. The aim of the research is to explore pedagogical conditions which could promote 3 – 5 years old children’s skills to reconciliate adjectives with nouns. Materials and methods: analysis of theoretical and literary sources. Empirical research methods: Qualitative research method – teaching observation, test, data processing. Results, conclusions: 3 – 5 years old children’s ability to reconciliate the adjectives with nouns in gender, number and case is successful if the teacher offers appropriate topics for promoting the development of the Latvian language; when the teacher promotes the child’s the ability to describe objects, actions, to compare them by using productive questions and the child shows an active participation during this cognitive process.
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