Lasītprasmes apguve etniski un lingvistiski heterogēnā pirmsskolas grupā
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Latvijas Universitāte
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lav
Abstract
Kvalifikācijas darba „Lasītprasmes apguve etniski un lingvistiski heterogēnā pirmsskolas grupā” mērķis ir pētīt un analizēt lasītprasmes apguves procesu etniski lingvistiski heterogēnas grupās pirmssskolā un apkopot pētījuma rezultātus. Pētījumam ir divas daļas. Pirmajā daļā analizēta teorētiskā literatūra par lasītprasmes jēdzienu, saturu un metodiku pirmsskolā. Otrajā daļā aprakstīti lasītprasmes apguves etniski un lingvistiski heterogēnās grupās empīriskā pētījuma rezultāti. Darba nobeigumā ir secinājumi, izmantotās literatūras saraksts, kā arī pielikums, kurā ievietota anketa skolotājiem. Analizējot pētījuma rezultātus, secināts, ka jaunākajās grupās māca skolotāji ar mazāku darba stāžu, tāpēc bieži ir maza pieredze, kā darbu individualizēt un diferencēt bērniem, kuru dzimtā valoda ir latviešu valoda, gan tiem, kuru dzimtā valoda nav latviešu valoda. Skolotāji ar lielāku pedagoģiskā darba stāžu biežāk ar bērniem strādā, izmantojot dažādus darba paņēmienus, kas veicina ne tikai bērnu lasītprasmes, bet arī citu pamatprasmju attīstību veselumā. Atslēgas vārdi: lasītprasme, heterogēna grupa, pirmsskolas pedagoģiskais process
The aim of the paper “Acquisition of reading skills in an ethnically and linguistically heterogeneous pre-school group”, the aim of which is to study and analyze the process of acquiring literacy and reading skills in an ethnically linguistically heterogeneous preschool group and summarize research results. The study consists of two parts. The first part analyzes the theoretical literature on the concept, content and methodology of reading in preschool. The second part describes results of empirical research. At the end of the work there are conclusions, a list of used literature, as well as an attachment – a questionnaire for teachers. Analyzing the results of the study concluded that the youngest groups are taught by teachers with less experience and that influences quality of reading development process for children those who are native speakers of Latvian and those whose mother tongue is not Latvian. Teachers with more experience practice a variety of basic skills more often, which include different language skills in the whole. Keywords: literacy, heterogeneous group, preschool pedagogical process
The aim of the paper “Acquisition of reading skills in an ethnically and linguistically heterogeneous pre-school group”, the aim of which is to study and analyze the process of acquiring literacy and reading skills in an ethnically linguistically heterogeneous preschool group and summarize research results. The study consists of two parts. The first part analyzes the theoretical literature on the concept, content and methodology of reading in preschool. The second part describes results of empirical research. At the end of the work there are conclusions, a list of used literature, as well as an attachment – a questionnaire for teachers. Analyzing the results of the study concluded that the youngest groups are taught by teachers with less experience and that influences quality of reading development process for children those who are native speakers of Latvian and those whose mother tongue is not Latvian. Teachers with more experience practice a variety of basic skills more often, which include different language skills in the whole. Keywords: literacy, heterogeneous group, preschool pedagogical process