Pirmsskolas vecuma bērna dialogrunas attīstība rotaļās
Date
2014
Authors
Stangaine, Inga
Journal Title
Journal ISSN
Volume Title
Publisher
RPIVA
Abstract
Promocijas darba „Pirmsskolas vecuma bērna dialogrunas attīstība rotaļās”
mērķis ir izpētīt pirmsskolas vecuma bērnu dialogrunas attīstības sakarības rotaļā,
izveidot un empīriski pārbaudīt modeli mērķtiecīgai bērnu dialogrunas sekmēšanai.
Pētījuma gaita un tā rezultāti izklāstīti 2 nodaļās un 11 apakšnodaļās.
Pirmajā nodaļā veikta dialoga un dialogrunas psiholingvistiskā analīze,
atklāta rotaļas būtība un tās nozīme pirmsskolas vecuma bērnu dialogrunas attīstībā.
Konstatēts, ka rotaļa rada bērnam daudzveidīgas situācijas, kas jārisina gan ar verbālo
(runa), gan neverbālo (mīmika, žesti) līdzekļu palīdzību tā sekmējot bērna dialogrunas
prasmi. Izveidots un teorētiski pamatots pedagoģiskās darbības procesuālais modelis
bērna dialogrunas attīstības veicināšanai, kurš parāda sakarību sistēmu starp darbības
mērķi, īstenošanu un rezultātu. Noteikti un teorētiski pamatoti pirmsskolas vecuma
bērnu dialogrunas vērtēšanas kritēriji un to rādītāji.
Otrajā nodaļā analizēta empīriskā pētījuma norise, kurš veikts, lai pārbaudītu
bērnu dialogrunas pilnveidošanās modeli reālā pedagoģiskā procesā pirmsskolā. Tā
īstenošanai izveidota un realizēta eksperimentālā programma pirmsskolas vecuma
bērnu dialogrunas attīstības sekmēšanai. Izmantojot kvalitatīvās un kvantitatīvās
pētījuma metodes analizēti eksperimentālās darbības rezultāti.
Pierādīts, ka pirmsskolas vecuma bērna dialogrunas attīstība noris sekmīgāk,
ja skolotājs piedāvā bērna attīstības likumsakarībām atbilstošu dialogrunas apguves
saturu, pedagoģiskajā procesā tiek veicināta bērna aktīva saziņa reālajās un
modelētajās rotaļsituācijās, bērns iesaistās pēc procesuālās struktūras, satura un
formas daudzveidīgās rotaļās, īstenojot sadarbību: pieaugušais-bērns; bērns-bērns.
Darba pamatteksts izklāstīts143 lapaspusēs, tekstu ilustrē 25 attēli, 33 tabulas
un 13 pielikumi. Literatūras sarakstā iekļauti 176 publikāciju un avotu nosaukumi.
The Doctoral Thesis “Development of dialogue speech of pre-school child in play” aims at researching development of child’s dialogue speech within a play, establishing and empirically verifying model for purposeful facilitation of preschooler’s dialogue speech. Progress and results of the research have been unfolded in 2 sections and 11 sub-sections. The first section includes psycholinguistic analysis of a dialogue and dialogue speech, reveals the essence of a play and importance thereof in the development of the pre-school-age child’s dialogue speech. It has been found out that play engages child in various situations that have to be solved with the help of verbal (speech) and nonverbal (mimics, gestures) tools, thus facilitating child’s dialogue speech skills. This section also establishes and theoretically substantiates a procedural model of pedagogical activity for the development of child’s dialogue speech; the model depicts a system of correlations among activity aim, implementation and result. It also sets and theoretically substantiates criteria used to evaluate dialogue speech of a preschool child as well as indicators thereof. The second section aims at analysing process of an empirical research that has been conducted to test the model used for the improvement of child’s dialogue speech in a real pedagogical process. It has been worked out and implemented with an aim to facilitate the dialogue speech of a pre-school child. Results of the experimental activity have been analysed with the help of qualitative and quantitative research methods. It was proven that development pre-schooler’s dialogue speech takes place more successfully if teacher ensures a curriculum of dialogue speech acquisition meeting the correlations and regularities of child’s development, within a pedagogical process provides active child’s communication in real and simulated play situations, engages child in plays and games, varying by their structure, content and form, e.g., adult-child; child-adult. The main text of the Doctoral Thesis has been unfolded in 143 pages, it is complemented by 25 images, 33 tables and 13 annexes. The bibliography includes 176 titles of publications and literature sources.
The Doctoral Thesis “Development of dialogue speech of pre-school child in play” aims at researching development of child’s dialogue speech within a play, establishing and empirically verifying model for purposeful facilitation of preschooler’s dialogue speech. Progress and results of the research have been unfolded in 2 sections and 11 sub-sections. The first section includes psycholinguistic analysis of a dialogue and dialogue speech, reveals the essence of a play and importance thereof in the development of the pre-school-age child’s dialogue speech. It has been found out that play engages child in various situations that have to be solved with the help of verbal (speech) and nonverbal (mimics, gestures) tools, thus facilitating child’s dialogue speech skills. This section also establishes and theoretically substantiates a procedural model of pedagogical activity for the development of child’s dialogue speech; the model depicts a system of correlations among activity aim, implementation and result. It also sets and theoretically substantiates criteria used to evaluate dialogue speech of a preschool child as well as indicators thereof. The second section aims at analysing process of an empirical research that has been conducted to test the model used for the improvement of child’s dialogue speech in a real pedagogical process. It has been worked out and implemented with an aim to facilitate the dialogue speech of a pre-school child. Results of the experimental activity have been analysed with the help of qualitative and quantitative research methods. It was proven that development pre-schooler’s dialogue speech takes place more successfully if teacher ensures a curriculum of dialogue speech acquisition meeting the correlations and regularities of child’s development, within a pedagogical process provides active child’s communication in real and simulated play situations, engages child in plays and games, varying by their structure, content and form, e.g., adult-child; child-adult. The main text of the Doctoral Thesis has been unfolded in 143 pages, it is complemented by 25 images, 33 tables and 13 annexes. The bibliography includes 176 titles of publications and literature sources.
Description
Keywords
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education , Pedagoģija , Pirmsskolas pedagoģija , Pre-school pedagogy