PL EN


2009 | 1 | 1 | 48-56
Article title

Researching Latvian Child Language

Authors
Title variants
Languages of publication
EN
Abstracts
EN
Introduction The scientific article is an analytical overview of history of child language as new research branch launched in Latvia, indicating significance and future perspective of this direction.Aim of the study The aim of the research is to analyse and substantiate the history, strategy and perspective of child's language studies in Latvia.Materials and methods The traditional methods used in researches of child language in Latvia - research observation, questionnaires, theoretic analysis of interviews, writing down and classification of vocabulary in form of dictionaries, approbation of conclusions in meetings and reviews, as well as instrumental speech analysis methods.The article uses materials on previous research of child's language in Latvia.Results Before establishment of the Child's Language Research Centre of the Riga Teacher Training and Educational Management Academy (RTTEMA), mostly separate articles were dedicated to child language studies in Latvia. In September 2006, regulations of the Child's Language Research Centre were approved by decision of Senate of the Riga Teacher Training and Educational Management Academy, and on 5 January 2007, the centre was officially registered at the Ministry of Education and Science. Researchers have worked with the following branches: child's language in mixed families, enrichment of child's language in circumstances of culture interaction and society consolidation, child multilingualism in Latvia, signs of social changes in child language, games and plays for development of child language, language in fiction and teaching aids for children, marks of child literary creativity, child language as an object of philological research and typology of child language. The field of research has been extended to analysis of adolescent language, as well as solutions for development and perfection of child language are being searched in cooperation with specialists from psychology and language pathology.Results of child language studies are published in monographs, one collection of articles and many articles, as well as works of popular-science; recommendations have been provided to specialists of preschool education and children's parents. Samples and records of children's speech at various ages are collected and analysed, the first dictionary of child's language has been prepared for publication; this empiric material will be of use for researchers of various fields. Approbation of methods for acoustic analysis of child's language is carried out.Conclusions As a result of activities of the Child's Language Research Centre of the Riga Teacher Training and Educational Management Academy research of child' language in Latvia has developed into purposeful and stable field of research.This is a complex field of research based on results acquired by specialists from pedagogy, linguistics and psychology.Language serves needs of child's expression and communication in compliance with the individual world of emotions, concepts, initial notions and attitude. To study this particularity and its gradual alignment with mental activities of grown-up people is a significant research task providing contribution to development of linguistics and pedagogy as well as other fields related to child's raising and development.
Publisher
Year
Volume
1
Issue
1
Pages
48-56
Physical description
Dates
published
2009-05-01
online
2012-08-21
Contributors
author
  • Riga Teacher Training and Educational Management Academy, Riga, Latvia
References
  • Claparede, E. (2008). Preface. In: Piaget J. The Language and Thought of the Child (pp. ix-xvi). The third edition. London and New York.
  • Dzintere, D., Stangaine, I. (2005). Rotaļa - bērna dzīvesveids [Games - A Child's Lifestyle]. Rīga: RaKa (in Latvian).
  • Freiberga, I. (2006). Dzimtās valodas devalvācija un bērna attīstība pirmsskolas vecumā empīrisko vērojumu un teorētisko atziņu aspektā [Devaluation of the Native Language and the Child's Development During the Preschool Age as Seen from the Point of View of Empirical Observations and Theoretical Conclusions]. In: Teorija praksei mūsdienu sabiedrības izglītībā: RPIVA starptautiskas zinātniskas konferences materiāli (133.-138. lpp.). Rīga: ULMA (in Latvian).
  • Freidenfelds, I. (2006). Bērnu vairākvalodība kā laikmeta zīme [Children's Multilingualism as a Mark of the Epoch]. In: Teorija praksei mūsdienu sabiedrības izglītībā: RPIVA starptautiskas zinātniskas konferences materiāli (139.-143. lpp.). Rīga: ULMA (in Latvian).
  • Markus, D. (2007). Bērns runā kultūras pasaulē [A Child Speaks in the World of Culture]. Rīga: Rasa ABC, 159 lpp. (in Latvian).
  • Markusa, D., Bērziņa, I. (1991). Dzimtās valodas izjūta [The Feeling of the Native Language]. In: Estētiskā audzināšana sākumskolā (102.-108. lpp.): LU zinātniskie raksti. Rīga: LU (in Latvian).
  • Markus, D. (1991). Bērnu valodas emocionālais potenciāls [The Emotional Potential of the Children's Language]. In: Estētiskā audzināšana sākumskolā (92.-101. lpp.): LU zinātniskie raksti. Rīga: LU (in Latvian).
  • Markus, D. (1997). Bērna radošā valodnieciskā darbība [Child's Creative Linguistic Activity]. In: Sapere aude (33.-37. lpp.): RPIVA zinātniskie raksti. Rīga: Vārti (in Latvian).
  • Markus, D. (2000). Valodnieciskas darbības iedīgļi bērna valodiskajā darbībā [Seeds of A Linguistic Activity in the Child's Linguistic Activities]. In: Bērna audzināšana demokrātiskajai sabiedrībai: starptautiskas konferences materiāli (148.-152. lpp.). Rīga: Izglītības soļi (in Latvian).
  • Markus, D. (2002). Kopīgais un atšķirīgais bērnu valodā [The Common and the Different in Children's Language]. In: Izglītības zinātnes un pedagogija mūsdienu pasaulē (347.-353. lpp.): LU zinātniskie raksti. Rīga: LU (in Latvian).
  • Markus, D. (2003). Bērna valoda: no pirmā kliedziena līdz pasakai [A Child's Language: From the First Cry to the Fairy-Tale]. Rīga: Rasa ABC, 144 lpp. (in Latvian).
  • Markus, D. (2006). Valoda ievada bērnu kultūrā [A Language Introduces the Child to the Culture]. Latvijas Avīze, nr. 177 (2728), 21. lpp. (in Latvian).
  • Markus, D., Degtjarjova, I. (2006). Termini bērna valodā [Terms in the Child's Language]. In: Teorija praksei mūsdienu sabiedrības attīstībā: starptautiskas zinātniskas konferences materiāli (306.-311. lpp.). Rīga: SIA ULMA (in Latvian).
  • Markus, D., Degtjarjova, I., Grigorjevs, J. (2007). Bērna valodas pētniecība Latvijā [Studies of the Child's Language in Latvia]. In: Vecuma grupu valodas īpatnības Latvijā: lingvistiskais, sociālais un kultūras aspekts. Bērnība (9.-16. lpp.). Rīga: Izglītības soļi (in Latvian).
  • Markus, D. (2008). Jēdzieni bērna valodā un attēlā [Concepts in the Child's Language and Images]. In: RPIVA 4. starptautiskās zinātniskās konferences "Teorija praksei mūsdienu sabiedrības izglītībā" materiāli (220.-224. lpp.). Rīga (in Latvian).
  • Markus, D. (2008). Jēdziens bērna valodā un zīmējumā [Concepts in the Child's Language and Drawings]. In: Latvijas Avīze, 128 (3383), 12.05.2008, 16. lpp. (in Latvian).
  • Markus, D. (2008). Bērna valoda un vērtību pārdzīvojums [The Child's Language and Emotional Experiences of Values]. In: LU raksti, 728. sējums "Valodniecība. Latvistika" (92.-97. lpp.). Rīga: LU Akadēmiskais apgāds (in Latvian).
  • Markus, D., Grigorjevs, J. (2008). Bērna valodas pētniecība valodas apguves kontekstā [Studies on the Child's Language within the Context of Language Learning]. In: Tagad: LVAVA zinātniski metodisks izdevums, 1.2008, 5.-12. lpp. (in Latvian).
  • Ruke-Dravina, V. (1967). Mehrsprachigkeit im Vorschulalter. Lund: Gleerup, S. 104.
  • Rūķe-Draviņa, V. (1982). No pieciem mēnešiem līdz pieciem gadiem [From Five Months to Five Years]. Stokholma (in Latvian).
  • Rūķe-Draviņa, V. (1993). Latviešu meitene apgūst savu pirmo valodu [A Latvian Girl Learns Her First Language]. Rīga, Dio Nordik, 3, 112 lpp. (in Latvian).
  • Rūķe-Draviņa, V. (1995). Pasaka par Sarkangalvīti vecāku un bērnu stāstījumā [A Fairy Tale about Red Riding Hood as Told by Parents and Children]. Apkārtnes ietekme valodas attīstībā. Rīga: Rīgas Pedagogijas un izglītības vadības augstskola, 35 lpp. (in Latvian).
  • Ruke-Dravina, V. (1963). Zur Sprachentwicklung bei Kleinkindern. In: Beiträge auf der Grundlage litteschen Sprachmaterials (S. 178). Lund: Slavinska inst. Vid Lunds univ.
  • Vecmane, S. (2006). Skaitāmpanti, rīmes un dzejoļi - harmoniskai attīstībai [Nursery Rhymes, Rhymes and Poems - for a Harmonious Development]. Izglītība un Kultūra, 2006. gada 27. jūlijs, 12. lpp. (in Latvian).
  • Vulāne, A. (2006). Bērnu izmantotie paņēmieni okazionālismu darināšanā [Methods Used by Children in Creating Occasionalisms]. In: Teorija praksei mūsdienu sabiedrības izglītībā: RPIVA starptautiskas zinātniskas konferences materiāli (522.-526. lpp.). Rīga: ULMA (in Latvian).
  • Маркус, Д. (2007). Как образовывают, выбирают и классифицируют дети в латышском языке [How Children Create, Choose and Classify in the Latvian Language]. In: Проблемы онтолингвистики - 2007: материалы международной конференции. Санкт - Петербург: Златоуст, с. 137.-138. (in Russian).
  • Маркус, Д., Букша, И. (2007). Отражение ценностей и отношений в языке детей при эмоциональном восприятии сказок [Depiction of Values and Attitudes in Children's Language in the Emotional Process of Perception]. In: Kida, J. (ed.) Kultura, literatura isztuka w edukacjijezykowej wswietle badan empirycznych(s. 280- 286). Rzeszow: Wydawnictwo Uniwersyteto Rzeszowskiego (in Russian).
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_v10196-011-0006-1
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.