Pirkstiņrotaļas 2-3 gadus veciem bērnu vārdu krājumu bagātināšanai
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Latvijas Universitāte
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lav
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Kvalifikācijas darbs “Pirkstiņrotaļas 2-3 gadus veciem bērnu vārdu krājumu bagātināšanai” izstrādāts ar mērķi teorētiski pētīt un empīriski pārbaudīt pirkstiņrotaļu izmantošanas iespējas 2-3 gadus vecu bērnu vārdu krājuma paplašināšanā pirmsskolas izglītības procesā. Darba teorētiskajā daļā aplūkotas vārdu krājuma veidošanās likumsakarības no neirolingvistiskā viedokļa, kas pamato pirkstu motorikas ietekmi uz valodas attīstību kopumā. Balstoties uz I. Miltiņas, I. Freibergas, S. Vordas un citu pētnieku atziņām, raksturota 2-3 bērnu vārdu krājuma attīstība. Sniegts ieskats pirkstu rotaļu izmantošanā, balstoties uz B. Brices, A.Dēliņas. I. Šternfeldes un citu pētnieku atziņām. Empīriskajā daļā analizēta 16 divgadīgu bērnu vārdu krājuma attīstības likumsakarības un saistība ar izmantotām pirkstu rotaļām. Balstoties uz pētījuma rezultātiem, noslēgumā sniegta izvērsta atbilde uz pētījuma jautājumu “kā pirmsskolas pedagoģiskajā procesā ir iekļaujamas pirkstiņrotaļas, lai efektīvi paplašinātu 2-3 gadus vecu bērnu vārdu krājumu?”. Atbildē iekļauti īsi ieteikumi pirmsskolas skolotājiem, kas piešķir darbam praktisku nozīmīgumu.
The qualification thesis "Finger toys for 2-3-year-old children's vocabulary enrichment" was developed with the aim of theoretically researching and empirically testing the possibilities of using finger toys in expanding the vocabulary of 2-3-year-old children in the preschool education process. The theoretical part of the paper examines the regularities of vocabulary formation from a neurolinguistic point of view, which substantiates the influence of finger motility on language development in general. Based on the findings of I. Miltiņa, I. Freiberga, S. Ward and other researchers, is characterized the vocabulary development of 2-3 children. An insight into the use of finger toys is given, based on B. Brices, A. Dēliņas, I. Šternfelde and other researchers. The empirical part analyzes the regularities of the vocabulary development of 16 twoyear-old children and the relationship with the used finger games. Based on the results of the research, the conclusion provides a detailed answer to the research question "how can finger games be included in the preschool pedagogical process in order to effectively expand the vocabulary of 2-3-year-old children?". The answer includes brief recommendations for pre-school teachers, which give practical importance to the work.
The qualification thesis "Finger toys for 2-3-year-old children's vocabulary enrichment" was developed with the aim of theoretically researching and empirically testing the possibilities of using finger toys in expanding the vocabulary of 2-3-year-old children in the preschool education process. The theoretical part of the paper examines the regularities of vocabulary formation from a neurolinguistic point of view, which substantiates the influence of finger motility on language development in general. Based on the findings of I. Miltiņa, I. Freiberga, S. Ward and other researchers, is characterized the vocabulary development of 2-3 children. An insight into the use of finger toys is given, based on B. Brices, A. Dēliņas, I. Šternfelde and other researchers. The empirical part analyzes the regularities of the vocabulary development of 16 twoyear-old children and the relationship with the used finger games. Based on the results of the research, the conclusion provides a detailed answer to the research question "how can finger games be included in the preschool pedagogical process in order to effectively expand the vocabulary of 2-3-year-old children?". The answer includes brief recommendations for pre-school teachers, which give practical importance to the work.