EDUCATIONAL INFLUENCE OF ADULTS ON THE FORMATION OF LANGUAGE-SPEECH AND LINGUISTIC READINESS OF PRE-SCHOOLERS TO STUDY AT SCHOOL: THEORETICAL ASPECT
DOI:
https://doi.org/10.24919/2413-2039.8/40.164378Keywords:
children of pre-school age, speech and linguistic readiness for study at school, speech development, speech abilities, linguistic development, communicativenessAbstract
ZDANEVYCH Larysa – Doctor of Pedagogical Sciences, Professor, Head of Pre-school Pedagogy, Psychology and Professional Methods Department, Khmelnytskyi Humanitarian-Pedagogical Academy Ukraine, Proskurivskoho pidpillia Str., 139, Khmelnytskyi, 29000, Ukraine
E-mail adress: larisazdan@ukr.net
ORCID: http://orcid.org/0000-0001-8387-2143
ResearcherID: http://www.researcherid.com/rid/D-6646-2019
KRUTII Kateryna – Doctor of Pedagogical Sciences, Professor of Pre-school and Primary Education Department, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ostrozkoho Str., 32, Vinnytsia, 21100, Ukraine
E-mail adress: katerina.krutiy@gmail.com
ORCID: http://orcid.org/0000-0001-5001-2331
ResearcherID: http://www.researcherid.com/rid/I-6927-2018
To cite this article: Zdanevych, L., & Krutii, K. (2019). Vykhovnyi vplyv doroslykh na formuvannia movlennievo-movnoi ta linhvistychnoi hotovnosti doshkilnykiv do navchannia v shkoli: teoretychnyi aspekt [Educational influence of adults on the formation of language-speech and linguistic readiness of pre-schoolers to study at school: theoretical aspect]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 8/40, 13–26. doi: 10.24919/2413-2039.8/40.164378 [in Ukrainian].
Article history
Received: September 10, 2018
Received in revised form: October 26, 2018
Accepted: February 18, 2019
Available online: April 22, 2019
Journal homepage: http://lssp.dspu.edu.ua/
p-ISSN 2313-2094
e-ISSN 2413-2039
© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).
Abstract. The article analyzes the content of training of children in pre-school educational institutions regarding the problem of forming speech and linguistic readiness for study. It is determined that special readiness for study at school means readiness for the acquisition of the educational program in certain disciplines, which envisages a set of specific knowledge, abilities and skills or the prerequisites for their mastery.
The specifics and conditions of formation of speech and linguistic readiness of pre-schoolers for study at school have been cleared out. It is determined that linguistic development is connected not only with the preparation for the study of reading and writing, but it takes place in inextricable unity with the development of speech throughout the pre-school period, and not only in the elderly age; it promotes the educational interest in the phenomena of language, develops speech and linguistic abilities of the child. Based on the subjective-activity approach, it is assumed that the core of the model of speech and linguistic development is the dynamic structure of empathy of the child’s relationship and the closest socio-culturalenvironment, which together make up various children and adults communities (in the first place, children-parents and children-pedagogues) who aspire to achieve the level of the collective subject. The interconnected complex of these subjects carries out system-forming, mediated and compensatory functions in relation to various bio-social and cultural influences on children’s speech. This approach to the problem can overcome the principle of immediacy in the study of various socio-cultural factors of speech and linguistic development of the child. The analysis of studies on the development of speech of pre-school children, in particular, diary entries, has helped to identify a conditional standard for the assimilation of a child of the pre-school age of the native language.
The conclusions about contemporary notions about pre-school children’s ontogenesis have been formulated. It is proved that the sensory information complex consists of auditory, visual and tactile images, which, in addition, amplifying each other, increase the number of useful signals, expand the speech space, which, in turn, helps to limit the choices when choosing the adequate speech sample during the perception, recognition and awareness of spoken language. For the assimilation by children the elements of the language system influence the following factors, namely: dependence on the simplicity or complexity of the language phenomenon and the degree of its communicative significance. It is determined that «speech and linguistic readiness for study at school» is an integral entity represented by a set of personal-purposeful, substantive and procedural components that enable the pre-school child to effectively perform the function of the subject of educational activity at school.
It is concluded that the formation of speech and linguistic readiness of pre-school children for study at school is considered through the prism of its interconnections with the components of the external and internal structures of the educational process in the institution of pre-school education. It is reasonable to introduce a wider use of the term «linguistic development of pre-schoolers» in the integrated educational programs.
Acknowledgments. Sincere thanks to the Rector of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Prof. Nataliya Lasarenko and to the Rector of Khmelnytskyi Humanitarian-Pedagogical Academy, Prof. Inna Shorobura.
Funding. The authors received no financial support for the research, authorship, and/or publication of this article.
No potential conflict of interest was reported by the authors.
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