In this article we report the results of a large-scale population study based on the Latvian adaptation of Communicative Development Inventories (CDI, Fenson et al. 2007)a parental report tool aimed at mapping the lexical and grammatical development of children under the age of three. Two CDI forms are discussed: CDI I: "Words and Gestures" (8-16 months), and CDI II: "Words and Sentences" (17-36 months). This article discusses the internet-based methodology used for the data collection, reports the main developmental trends of the lexical development of Latvian children, and compares these trends to analogous data from American English, Norwegian, and Russian.
Modern world undergoes signi cant 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 di culties 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 con dence 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.
Topicality of the article is that the development of a child's speech today needs to become more important and be promoted, because increasingly teachers in pre-school face the situation of children entering the pre-school environment with poorly developed vocabulary and insufficient skills to make a request to be able to communicate effectively with peers and adults. The aim of the article is to study the promotion of the Latvian learning of children of pre-school age in the pedagogical process in theoretical and practical terms, by implementing various methods and through the provision of the educational environment. The research includes analysis of scientific literature and methodology for learning the Latvian language of children aged 5-6 years old in pre-school education institutions of Riga and Kurzeme, evaluating audio records, and qualitative analysis of the observed facts. Research question – how to improve the acquisition of Latvian language of native speakers and minority pre-school age children? The research was conducted in May and June 2019 and the data were received from 4 pre-school educational establishments in Kurzeme (75 records) and 5 pre-school educational establishments in Riga (75 records). Pre-school child language records were performed in groups with Latvian and Russian as the daily languages. On the basis of the results of an empirical study, the promotion of Latvian learning for children of pre-school age has been updated in the pedagogical process, by developing a knowledge-based environment appropriate to the approach of competence. To become more familiar with the reasons for improving a child's insufficient Latvian language, as well as to help find an objective view of the results of learning the Latvian language in the pedagogical process of implementing various methods, the experimental methodology for phonology, grammatical, (morpho) phonology and reading skills developed in the project, was used.
Introduction. Forming the questions, the ability to listen to different opinions, to evaluate the problem and looking for different ways of solving it, to agree upon a commonly accepted opinion – these all are daily necessities for each person. According to the skills of a child's dialogue speech, these issues can be either more successfully or less effectively solved. During the communication process the teacher and parents can demonstrate to a child an interested, supportive position that ensures the implementation of the values of human pedagogy and develops the socio-linguistic growth of the child's personality. The empirical study examines the techniques of pedagogical work in problem-solving situations of everyday life by using productive questions. Development both of dialogue speech and successful negotiation process are closely related to adult skills that a child often imitates, and environmental conditions.Results, conclusions. Solving negotiations about daily situations, the ability to ask and find the best possible solution during the communication process with a child can ensure a successful acquisition of the Latvian language and the child's ability to implement the dialogue speech more successfully.
Very topical issue in many situations nowadays is caused by parent busyness, aloofness among family members, and alienation in mutual relationships; therefore, in families too little attention is devoted to many-sided development of child’s abilities, too little time is spent on direct, emotional contact in conversation. During the survey on the pre-school education and development of vocabulary carried out by 54 educators, the more and less well known topics were found out. Children are open to and interested in communication to find out how things work, developing their own vocabulary with the guidance of skilled teachers and parents. Book illustration analysis as well as the forms of conversation realization used in the research is in line with those carried out in the Project No NFI/R/2014/053 “Latvian in Monolingual and Bilingual Acquisition: tools, theories and applications”.
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