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Preconditions of Speech Formation and Development in the Earlier Stages of Primary School

100%

Tauriņa A.

2009

tom 1

nr 1

71-79

Introduction One of the most important topics discussed by parents and teachers of earlier primary school pupils is the development of speech. In this article characteristic Latvian parents' and pedagogues' opinions about the development of child's speech are analyzed and results achieved by world famous scientists (L. Vygotsky, J. Piaget, E. Hoff, J. Locke, V. Kiseleva, N. Avdeyeva, L. Pavlova and E. Kosareva) as well as most significant conclusions about pedagogical methods on promoting speech development are discussed.Aim of the study To research the preconditions for speech development in earlier primary school stage, to determine successful pedagogical methods of communicating with children for promoting their speech development.Materials and methods Comparative analysis of theoretical literature and empirical investigation materials were used in the present research.Results The pre-intellectual stage is characteristic of child's thinking; child's intellect is not yet mature for speech. Before this point thinking and speech develop independently in parallel. When they intersect, thinking becomes verbal thinking and speech becomes intellectual.It has been proven that social and cultural environments promote or impede the development of child's speech.Parents' ability to maintain tight eye contact, use facial mimics and various grimaces and vary the intonation capabilities of speech is very important in promoting the development of child's speech in the stage of early childhood.Approximately at the age of 2 years and 6 months the child's speech that consists of separate words, short sentences, phrases together with combinations of different sounds is not an independent and only selfdirected action, but is already aimed at communication with the grownup.It is advisable for parents to perform every action in communication with the child, every child caretaking activity (changing diapers, bathing, feeding or putting to sleep) by heartily talking to the child calling him/her his/her name. It is preferable to comment not only on the actions executed by the adult but also ones done by the child so as if the child understood everything and could participate in the conversation.Conclusions Speech is formed in tight interaction with the child's physical and psychical development, so in parallel to working on speech development actions need to be taken to promote the physical development: basic movements, kinaesthetic movements of the small fingers, as well as facial mimic movements, the senses of seeing and hearing, focusing, memory and thinking.

Encouragement of Pre-schoolers' Entrepreneurial Skills Development by Fundraising Activities and Play

63%

Tauriņa A. , Stangaine I.

2010

tom 2

nr 1

37-48

Modern world undergoes significant and continuous changes, therefore it is important to teach a child to think, search for unconventional solutions, learn to listen to the peers and adults, justify one's opinion, feel for the success and difficulties of other people, and take responsibility and risks from the very childhood.The aim of the study is to assess theoretically and practically the use of fundraising activities and plays in preschool educational institutions in order to encourage the entrepreneurial development of children aged 5-6.Materials and methods include analysis of pedagogical and psychological literature, polling, organisation of actual fundraising activities and plays, and pedagogical observation.In the teaching process in preschool educational institutions games and fundraising activities encourage the development of children's entrepreneurial skills fostering creative activities and improving speaking skills, initiative, at the same time reducing children's shyness, lack of confidence and indecision.Children's communicative competence as well as entrepreneurial skills can be encouraged by adults on the basis of their observation of children's behaviour while at play. Adults can stimulate and support shy children, taking an active part in their games, helping them by setting an example, creating a suitable environment for games, devoting time to theatrical and role plays and inviting children to participate in fundraising activities.