Stāstīt prasmes veicināšana 4-5 gadus veciem bērniem
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Latvijas Universitāte
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lav
Abstract
Kvalifikācijas darba mērķis: izpētīt stāstīšanas prasmju attīstības gaitu 4 － 5 gadus veciem bērniem un izstrādāt rekomendācijas stāstīšanas prasmju veicināšanai, ko varētu pielietot ikdienā. Pētījuma gaita: pētījums veikts divos posmos. 1. posmā tika veikta 4 － 5 gadu vecu bērnu stāstījumu analīze. Bērni stāstīja stāstus par notikumiem, kas bija nesen ar viņiem atgadījušies. Lai varētu sekmīgi izvērtēt stāstījumus, tie tika ierakstīti audio formātā. Savukārt, 2. posmā tika veikta bērnu stāstījumu kvalitātes novērtēšana un sarunas ar bērniem. Pētījuma rezultāti: 4 － 5 gadus veciem bērniem ātri attīstās stāstīšanas prasmes. Šajā vecumposmā bērni sāk stāstīt dažāda garuma stāstus, kuros ir ietverti dažāda garuma teikumi, dažādi izteiksmes līdzekļi un emocijas. Pētījuma rezultāti liecina, ka stāstīšanas prasmju attīstību veicina stāstu lasīšana, stāstu stāstīšana, stāstu veidošana, zīmēšana un dažādu stāstu teatrālais atveidojums. Vecākiem un pirmskolas izglītības iestāžu pedagogiem ir jāiesaistās, lai vecinātu bērnu stāstīšanas prasmju attīstību. Pētījuma gaitā, lai zinātu stāstīšanas attīstības gaitu, tika identificēti stāstīšanas prasmju attīstības aspekti: stāsta struktūra － bērni sāk veidot stāstus noteiktā secībā, kā arī norāda uz stāsta galvenajiem notikumiem, vairakkārt uzsverot tos; valodas lietojums － bērni šajā vecumposmā sāk izmantot garākus teikumus, kā arī sarežģītākus izteicienus nekā iepriekš. 4 － 5 gadu vecumā bērni sāk izmantot salīdzinājumus, personifikācijas un metaforas, pašiem to nemaz neapzinoties; izteiksme － 4 － 5 gadu vecumā bērni stāstot sāk izmantot izteiksmi － stāstos tiek ietvertas dažādas intonācijas formas, kā arī tiek pielietoti dažāda veida žesti. Atslēgas vārdi: izteiksme, pedagogi, pirmsskolas vecums, stāsta struktūra, stāstītprasme, valodas lietojums, vecāki.
The purpose of the qualification work: to study the development of storytelling skills in 4-5-year-old children and to develop recommendations for the promotion of storytelling skills that could be used in everyday life. Research progress: the research was conducted in two stages. In the 1st stage, an analysis of the narratives of 4 － 5 － year － old children was carried out. The children told stories about events that had recently happened to them. In order to be able to successfully evaluate the narratives, they were recorded in audio format. On the other hand, in the 2nd stage, the evaluation of the quality of the children's narratives and conversations with the children were carried out. Research results: 4 － 5 － year － old children develop storytelling skills quickly. At this age, children begin to tell stories of different lengths, which contain different sentence lengths, different means of expression and emotions. The results of the study show that reading stories, telling stories, creating stories, drawing and theatrical representation of different stories contribute to the development of storytelling skills. Parents and pre-school teachers should be involved to promote the development of children's storytelling skills. In the course of the research, in order to know the development of storytelling, aspects of the development of storytelling skills were identified: structure of the story － children begin to create stories in a certain order, and also indicate the main events of the story, emphasizing them several times; language use － children at this age begin to use longer sentences as well as more complex expressions than before. At the age of 4 － 5 years, children begin to use comparisons, personifications and metaphors without realizing it; expression － at the age of 4 － 5 years, children start to use expression when telling stories － the stories include different forms of intonation, as well as different types of gestures are used. Key words: expression, teachers, preschool age, story structure, storytelling, language use, parents.
The purpose of the qualification work: to study the development of storytelling skills in 4-5-year-old children and to develop recommendations for the promotion of storytelling skills that could be used in everyday life. Research progress: the research was conducted in two stages. In the 1st stage, an analysis of the narratives of 4 － 5 － year － old children was carried out. The children told stories about events that had recently happened to them. In order to be able to successfully evaluate the narratives, they were recorded in audio format. On the other hand, in the 2nd stage, the evaluation of the quality of the children's narratives and conversations with the children were carried out. Research results: 4 － 5 － year － old children develop storytelling skills quickly. At this age, children begin to tell stories of different lengths, which contain different sentence lengths, different means of expression and emotions. The results of the study show that reading stories, telling stories, creating stories, drawing and theatrical representation of different stories contribute to the development of storytelling skills. Parents and pre-school teachers should be involved to promote the development of children's storytelling skills. In the course of the research, in order to know the development of storytelling, aspects of the development of storytelling skills were identified: structure of the story － children begin to create stories in a certain order, and also indicate the main events of the story, emphasizing them several times; language use － children at this age begin to use longer sentences as well as more complex expressions than before. At the age of 4 － 5 years, children begin to use comparisons, personifications and metaphors without realizing it; expression － at the age of 4 － 5 years, children start to use expression when telling stories － the stories include different forms of intonation, as well as different types of gestures are used. Key words: expression, teachers, preschool age, story structure, storytelling, language use, parents.