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

• Authors: Agrita Tauriņa
• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

speech; inner and outer speech; egocentric speech; thinking; pre-intellectual and pre-speech stage; pedagogical methods; earlier primary school stage

• Publisher: Sciendo
• Journal: Ad verba liberorum
• Year: 2009
• Volume: 1
• Issue: 1
• Pages: 71-79

Dates

published

2009-05-01

online

2012-08-21

Contributors

author

Agrita Tauriņa

• Riga Teacher Training and Educational Management Academy, Riga, Latvia

References

• Hoff, E. (2001). Language Development Second Edition. Copyright, p. 411.
• Locke, J. (1995). The child's path to spoken language. Second printing, p. 423.
• Piažē, Ž. (2002). Bērna intelektuālā attīstība [Child's Intellectual Development]. Rīga: Pētergailis, 318 lpp. (in Latvian).
• Tauriņa, A., Vanaga, R., Strazde, A. (2007). Bērnu runas attīstība agrā bērnībā [Development of Children's Speech in Early Childhood]. In: Pedagogija: Teorija un prakse V (57.-65. lpp.). Liepāja (in Latvian).
• Vigotskis, Ļ. (2002). Domāšana un runa [Thinking and Speaking]. Rīga: Eve, 391 lpp. (in Latvian).
• Авдеева, Н. (2005). Роль матери и отца в развитии ребенка в раннем возрасте [The Role of the Mother and Father in the Early Stages of Child's Development]. In: Дошкольное воспитание. № 5 (с. 110-115) (in Russian).
• Картушина, М. Ю. (2006). Забавы для малышей [Entertaining Activities for Children]: Театрализованные развлечения для детей 2-3 лет. Москва: ТЦ Сфера, с. 192 (in Russian).
• Киселева, В. (2007). Ваш ребенок не говорит ? [Your Child Is Not Speaking?] Дошкольное воспитание. № б (с. 103-112) (in Russian).
• Косарева, Е. (2007). Речь, музыка, движение [Speech, Music, Movements]. Дошкольное воспитание. № 3 (с. 67-72) (in Russian).
• Павлова, Л., Рычагова, Е. (2006). Развитие речи детей третьего года жизни [Development of Children's Speech at the Age of Three]. Дошкольное воспитание. № 5 (с. 108-110) (in Russian).

Identifiers

DOI

10.2478/v10196-011-0009-y