| Abstract [eng] |
The paper deels with the theoretical analysis of the concept of language and com-munication, its evolution, diagnosis and development of at an average unextended children’s verbal skills. Hypothesis: while applying the recommended system of practical training for de-velopment of verbal communication for pre-school children, their need to communicate becomes greater, their understanding of the language becomes more precise, they get used to speak in more grammatically correct sentences, their vocabulary broadens. To prove the hypothesis an educational research was carried out. A research work was done using diagnostic methods – analysis of language re-search data, pedagogic observing. Its purpose was to analyze and evaluate the effectualness of prepared practical training while developing communication. Analysis of contents and statistical data was carried out with the help of the evaluation of changes in investigated children. 20 pre-school children (6-8 years old) with slowed down evolution and slightly mentally retarded with at an average unextended speech took part in the investigation. 10 of them who attend Plunge pre-school institutions took part in the educational research. The empirical part deals not only with regularities of at an average unextended pre-school children’s (6-8 years old) speech and communication evolution but also with peculiarities of education process and meaning of special practical training while developing children’s verbal skills. Main conclusion of the empirical investigation: 1. The investigation showed that the prepared special educational means stimulated (self) educational motivation, helped to acquire new skills, increased confidence in self-powers, wish to independently continue work, stimulated children’s cooperation and improved cooperative skills with other children and grown-ups. 2. A very important aspect of developing language is forming of communicative skills: emotional predisposition, stimulation of need to communicate, to exchange information (questions-answers, saying opinions and self-evaluation in group work). 3. By observing it was established that expanding verbal skills helps children to use more different language expression forms, makes their exchange of information, understanding of the speaker, self-distinctness and feelings more qualitative. 4. The educational research proved hypothesis: applying the recommended practical train-ing system to pre-school children with at an average unextended speech for developing their language and communication, their need to communicate increased, their language perception became more precise; the children’s language, sentences became more gram-matically accurate (used more prepositions, adverbs, made less mistakes in verb and noun forms); their vocabulary broadened. |
