1,5 – 3 gadus vecu bērnu runas attīstības veicināšana, izmantojot pirkstiņu rotaļas
Date
2022
Authors
Balode, Kristīna
Journal Title
Journal ISSN
Volume Title
Publisher
Latvijas Universitāte
Abstract
Kvalifikācijas darba tēma: “1,5 līdz 3 gadus vecu bērnu runas attīstības veicināšana, izmantojot pirkstiņu rotaļas”. Pētījuma mērķis: teorētiski izpētīt, atlasīt un praksē aprobēt pirkstiņu rotaļas runas attīstības veicināšanai bērniem vecumā no 1,5 – 3 gadiem. Pētījuma jautājums: Kā pirkstiņu rotaļas ietekmē runas attīstību bērniem vecumā no 1,5 – 3 gadiem? Kvalifikācijas darba teorētiskajā daļā tika apkopotas vairāku pētnieku un grāmatu autoru (Bāra A., Brice B., Dzintere D., Stangaine I., Griģe G., Kalniņa V., Skrube Dz., Krafte B., Miltiņa I., Šternfelde I., Tūbele S. un Vigotnskis Ļ.) atziņas par bērnu runu, runas attīstību un pirkstiņu rotaļu nozīmi runas attīstības veicināšanā. Kvalifikācijas darba pētnieciskajā daļā tika veikts empīrisks pētījums, kurā piedalījās 18 bērni vecumā no 1,5 – 3 gadiem. Pētījums tika veikts Rīgas rajona pirmsskolas izglītības iestādē no 2021.gada 04.oktobra līdz 2021.gada 03.decembrim. Pētījuma sākumā un beigās, pēc iepriekš sastādītiem kritērijiem, tika veikta bērnu runas attīstības novērtēšana. Pedagoģiskajā izmēģinājuma darbībā tika pielietotas 11 pirkstiņu rotaļas. Kopumā izvērtējot pētījumā iegūtos datus var secināt, ka pirkstiņu rotaļas ir labs palīgs pedagoģiskajā procesā, jo tas veicina bērnu runas attīstību. Atbildot uz pētījuma jautājumu “kā pirkstiņu rotaļas ietekmē runas attīstību bērniem vecumā no 1,5 – 3 gadiem” var secināt, ka, izmantojot pirkstiņu rotaļas, bērni sāka vairāk runāt mēģinot veidot savus vārdus un vienkāršot esošos, tāpat bērniem palielinājās vārdu krājums, bērni sāka veidot teikumu vārdus ar vienu vai vairāk zilbēm un sāka pareizāk lietot vietniekvārdus es, tu, man.
Qualification thesis topic: “Promoting the development of speech of 1,5 – 3 years old childrens using fingerplay”. Objective of the study: explore theoretically, select, and try out in practice fingerplays to contribute speech development in children aged 1,5-3 years old. Research question: How do fingerplays affect speech development in children aged 1,5-3 years old? In the theoretical part of the qualification thesis, insights were summarized of several researchers and book authors (Bāra A., Brice B., Dzintere D., Stangaine I., Griģe G., Kalniņa V., Skrube Dz., Krafte B., Miltiņa I., Šternfelde I., Tūbele S. un Vigotnskis Ļ.) about children’s speech, speech development and meaning of fingerplays in the contribution of speech development. An empirical study was conducted in the research part of the qualification thesis, in which 18 children aged 1,5-3 years old took part. The research was conducted in Riga district pre-school educational institution from October 4th, 2021, until December 3rd, 2021. According to pre-defined criteria, an evaluation of children’s speech development was conducted at the beginning and end of the research. 11 fingerplays were used in the pedagogic trial run. Overall, the findings of the study show, that fingerplays is a good assistant for pedagogic process, because it contributes to the development of a child’s speech. Answering the research question “how do fingerplays affect speech development in children aged 1,5-3 years old?” it can be concluded, that by using fingerplays the children started to speak more, trying to form their own words, and simplifying the current ones. Similarly, the children’s vocabulary increased, the children started forming sentence words with one or more syllables, and started to use pronouns, such as, I, you, me, more correctly.
Qualification thesis topic: “Promoting the development of speech of 1,5 – 3 years old childrens using fingerplay”. Objective of the study: explore theoretically, select, and try out in practice fingerplays to contribute speech development in children aged 1,5-3 years old. Research question: How do fingerplays affect speech development in children aged 1,5-3 years old? In the theoretical part of the qualification thesis, insights were summarized of several researchers and book authors (Bāra A., Brice B., Dzintere D., Stangaine I., Griģe G., Kalniņa V., Skrube Dz., Krafte B., Miltiņa I., Šternfelde I., Tūbele S. un Vigotnskis Ļ.) about children’s speech, speech development and meaning of fingerplays in the contribution of speech development. An empirical study was conducted in the research part of the qualification thesis, in which 18 children aged 1,5-3 years old took part. The research was conducted in Riga district pre-school educational institution from October 4th, 2021, until December 3rd, 2021. According to pre-defined criteria, an evaluation of children’s speech development was conducted at the beginning and end of the research. 11 fingerplays were used in the pedagogic trial run. Overall, the findings of the study show, that fingerplays is a good assistant for pedagogic process, because it contributes to the development of a child’s speech. Answering the research question “how do fingerplays affect speech development in children aged 1,5-3 years old?” it can be concluded, that by using fingerplays the children started to speak more, trying to form their own words, and simplifying the current ones. Similarly, the children’s vocabulary increased, the children started forming sentence words with one or more syllables, and started to use pronouns, such as, I, you, me, more correctly.
Description
Keywords
Pedagoģija , runa , bērnu runas attīstība , rotaļas , pirkstiņu rotaļas , pirkstu sīkā muskulatūra