Jaunesniojo mokyklinio amžiaus vaikų kalbėjimo edukaciniai bruožai
| Author |
|---|
Kardelienė, Laimutė |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2006 | 83 | 161 | 166 |
Straipsnio tikslas - aprašyti jaunesniojo mokyklinio amžiaus vaikų kalbėjimo ugdymo ir ugdymosi bruožus, taikant teorinį tyrimo metodą. Vadovautasi sociologine tinklaveikos teorija, iškeliančia asmens ryšių su kitais svarbą. Teorinių šaltinių analizė parodė, kad tokie ryšiai tenkina vaiko savirealizacijos poreikį bei padeda jam kurti savojo At supratimą tada, kai jam suteikiama laiko ir erdvės dalytis savo kasdieniais potyriais.
The aim of the article is to describe the peculiarities of junior schoolchildren ’s language development and self-development, applying the method of theoretical research. In the development of children’s language researchers bring up the interaction of genotype and environment, thus the research question in the study is the following: what basic factors determine the individual development of junior schoolchildren’s language? We hypothesize that the development of junior schoolchildren’s speaking abilities and language are influenced by their communication with other people sharing significant to them personal experiences. The research is based on the sociological theory of network which emphasizes the importance of personal interrelations. The research hypothesis was confirmed. The analysis of literature revealed that children’s communication with other persons and sharing significant to them experiences meet their requirements of self-actualization and helps them create the notion of their personal Me, when they get time and space to share their day-to-day experiences. As adults more often than children inspire and control acts of communication, certain children usually lack time and space to reveal their individuality and share their true-life experiences with others. It is often forgotten that such communication would let the child perceive the muddle of day-to-day life and correct it effectively. As Fawcett, Featherstone, and Goddard (2004) suggest, there is not only one childhood, there are many of them. In other words, child is not a “project” designed by adults, he or she is a person who can act, interact and influence the environment. Besides there are differences among children because of their gender, age, ethnicity, culture, socioeconomic status, family context. It means that education of speaking abilities of junior schoolchildren, as Bitinas (2005) suggests, should follow the concept that personal development of children is influenced not only by the society and independent forces (natural and supernatural), but also by the encouragement and cultivation of inner powers of learners.