scholarly journals Diagnosis of the Formation of Grammatical Aspects of Speech in Preschool Age

2021 ◽  
Vol 13 (4) ◽  
pp. 267-282
Author(s):  
Kateryna Kruty ◽  
Antonina Minenok ◽  
Iryna Morozova ◽  
Tetiana-Yelyzaveta Tsapenko ◽  
Oleksandr Kozynets ◽  
...  
Keyword(s):  
Gender Differences ◽  
Preschool Child ◽  
Speech Development ◽  
Preschool Age ◽  
Psychological Characteristics ◽  
Speech Activity ◽  
The Subject ◽  
And Gender ◽  
Linguistic Reality

The article theoretically substantiates and experimentally verifies the validity of the developed diagnostics by the method of contrast groups. The relevance of such a study is determined by the lack of development of the problem of diagnosing grammatical aspects of speech in preschool age for Slavic (inflected by nature) languages. It is proved that for a preschool child in the first stages there is no speech activity separately from the subject, so the object of its orientation is not speech activity, but a single semantic whole, an event that is presented in a sentence (sometimes a phrase, discourse). In the following stages, the child's attitude to speech reality changes. This reality is already special, different from the subject. For all stages of speech and speech development of the child is typical limited and unstable nature of orientation to certain aspects of linguistic reality, when the pre-schooler focuses on either the semantic or formal side of speech. At the end of the senior preschool age, gender differences in children's use of adjectives are the most significant. The reason for the active use in speech of adjectives by girls we see both in the psychological characteristics and gender guidelines of adults around them (active use of nouns and adjectives with hypocritical-diminutive suffixes).

scholarly journals Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

2020 ◽  
Vol 26 (3) ◽  
pp. 164-172
Author(s):  
Ol’ga A. Koval’
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Speech Development ◽  
Preschool Age ◽  
Social Adaptation ◽  
Speech Pathology ◽  
Number Of Children ◽  
Emotional Interaction

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

scholarly journals Tendency and Dynamics of Communicative-Speech Development of a Preschool Age Child

2018 ◽  
Vol 24 (1) ◽  
pp. 289-303
Author(s):  
Tamara Pirozhenko ◽  
Iryna Soroka
Keyword(s):  
Personality Traits ◽  
Preschool Child ◽  
Cognitive Complexity ◽  
Integrated Approach ◽  
Speech Development ◽  
Preschool Age ◽  
Speech Communication ◽  
Cognitive Linguistic ◽  
Linguistic Level ◽  
Further Development

The article presents the characteristic of communicative-speech development of a child in the unity of behavioural, cognitive, and creative qualities of speech. An integrated approach to assessing the state of personality activity and the child’s self-realization through the genesis of speech has been implemented. Criterion estimations, diagnostic examination of the level of speech development of the child from the position of the communicative direction, the authors’ method of examination in the unity of emotional-volitional, cognitive, and creative qualities of speech are presented in this work. The basic foundations of the communicative-speech development of the child in the interrelation of the components of the characteristics of the conative, cognitive-linguistic, personal levels are analyzed, the age peculiarities in the development of competence of the child in the sphere of speech communication are generalized. Conative achievements of the junior preschool child provide the formation of such personality traits as a communicative orientation to the surrounding world, openness to the experience of adults and peers, which lead to an increase in the cognitive complexity of speech behaviour of children of middle preschool age. The cognitive-linguistic level of the child’s achievements is associated with the assimilation of the relations between «man-situation» and the relations «linguistic form-significance». The language becomes the object of manipulation and awareness. The formation of various forms of speech expressions, adequate to the situation and partner environment, provides the child with the realization of the needs of communication, the further development and complexity of cognitive forms of interaction, the development of ways and processes of thinking and creativity in speech communication.

scholarly journals Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths

2021 ◽  
Vol 13 (15) ◽  
pp. 8220
Author(s):  
Jose Antonio Prieto-Saborit ◽  
David Méndez-Alonso ◽  
Jose Antonio Cecchini ◽  
Ana Fernández-Viciana ◽  
Jose Ramón Bahamonde-Nava
Keyword(s):  
Gender Differences ◽  
Sustainable Development ◽  
Academic Performance ◽  
Cooperative Learning ◽  
Gender Equity ◽  
Gender Gap ◽  
Critical Value ◽  
The Subject ◽  
Math Grades ◽  
And Gender

Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has on academic performance and on the gender gap in the subject of Maths. A total of 14,122 students between the ages of 10 and 19 took part in the study. The hypothesis posed was that gender differences observed in Maths would significantly be reduced in those classrooms in which cooperative learning had a higher degree of implementation. In the results, the analysis of the regression of means and gradients showed that gender predicts Maths results in a positive manner (estimated beta = 0.12, p < 0.01) and interacts with cooperative learning by taking a negative value (−0.26) and with an associated critical value less than 0.05. In other words, the relation between cooperative learning and Math grades is significantly higher in males than in females. However, females achieve better marks, which generates a certain relation of equity. These results prove that cooperative learning can reduce gender differences in the learning of Maths.

scholarly journals Characteristics of Language Behavior and Speech Activity in Children with Autistic Disorders: Theoretical Aspect

2021 ◽  
Vol 12 (1) ◽  
pp. 01-18
Author(s):  
Nataliia Bazyma ◽  
Oksana Koropatova ◽  
Yuliia Bondarenko ◽  
Olga Forostian ◽  
Hanna Sokolova ◽  
...  
Keyword(s):  
Theoretical Aspect ◽  
Speech Development ◽  
Preschool Age ◽  
Language Experience ◽  
Grammatical Development ◽  
Speech Activity ◽  
Language Behavior ◽  
Utterance Generation ◽  
The Many ◽  
Autistic Disorders

Speech development of a child with autism does not always take place at the appropriate age and does not always obey the laws of development of speech functions. According to the analysis of literature sources, the direct study of speech activity of children with autistic disorders requires a more detailed study. According to our predictions, a child with autistic disorders of older preschool age due to the peculiarities of communicative and behavioral spheres will show a low level of speech activity, which can be explained directly by the specificity of speech development along with limited language experience and insufficient knowledge of language and its use in communication. Language behavior consists of two complementary and interrelated processes: psychological formation (generation) of speech utterance and perception of the expanded speech of the interlocutor. The model of speech utterance generation includes five consecutive, interconnected stages (phases) identified by O.O. Leontiev (1967): the motive of utterance; the idea of expression; internal programming; lexical and grammatical development of the utterance; implementation of speech expression in external speech. Speech activity is one of the many forms of general activity, a reflection of the needs that arise in accordance with specific communication situations, a prerequisite and an important component of language behavior. The term "speech activity" is considered by us in the sense of the presence of a motive for speech utterance and direct speech utterance, which may occur as a reaction-response to the interlocutor's remark or as a desire to inform the interlocutor of their own thoughts, experiences, emotions, needs.

scholarly journals LEVEL BERPIKIR GEOMETRI MENURUT TEORI VAN HIELE BERDASARKAN KEMAMPUAN GEOMETRI DAN PERBEDAAN GENDER SISWA KELAS VII SMPN 8 PAREPARE

2016 ◽  
Vol 4 (2) ◽  
pp. 103 ◽  
Author(s):  
Lisa Aditya Dwiwansyah Musa
Keyword(s):  
Gender Differences ◽  
Female Student ◽  
Male Student ◽  
Ability Test ◽  
Van Hiele ◽  
Van Hiele Theory ◽  
The Subject ◽  
Level 1 ◽  
And Gender ◽  
Level 2

The study aimed at describing the level in thinking geometry according to Van Hiele theory based on geometry ability and gender differences. The subjects of the study were 4 people consisted of a male student with high geometry ability (LT), a female student with high geometry ability (PT), a male student with low geometry ability (LR), and a female student with low geometry ability (PR). The instrument of the study was the researcher herself as the main instrument assisted by test of geometry ability, test of Van Hiele, and guided interview which was valid and reliable. Data were collected by conducting test and test-based interview. The subject of the study grade VII students consisted of 4 people. The process of the study was conducted in several steps, namely (a) formulating the indicator of the level in thinking geometry according to Van Hiele theory based on the relevant theory and research, (b) formulating the supporting instrument (test of geometry ability, test of Van Hiele geometry, and guided interview) which was valid and reliable, (c) deciding the research subjects by providing test of geometry ability, (d) obtaining the data to reveal the level in thinking geometry of students on the characteristics of tetragon, (e) conducting time triangulation to obtain valid data, (f) conducting data analysis of the level in thinking geometry of students according to Van Hiele theory based on the geometry ability and gender differences, (g) conducting the discussion of the result of analysis, and (h) conducting conclusion drawing of the result of the study. The result of the study revealed that (1) the subject of LT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (2) the subject of PT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (3) the subject of LR was in level 1 of analysis, the subject could determine the characteristics of a plane; where as (4) the subject of PR was in level 1 of analysis, subject could determine the characteristics of a plane.

scholarly journals Psychological Linguodidactics of Speech Development Activity of Senior School Age Children with Autistic Abnormalities

2019 ◽  
Vol 25 (1) ◽  
pp. 281-299
Author(s):  
Daria Suprun ◽  
Maryna Fedorenko
Keyword(s):  
Speech Development ◽  
The State ◽  
Preschool Age ◽  
School Age Children ◽  
Development Activity ◽  
Formative Experiment ◽  
Number Of Children ◽  
Speech Activity ◽  
High Level ◽  
Autistic Disorders

Children of senior preschool age with autistic problems have a predominantly low level of speech activity, therefore, the aim of the article is to theoretically substantiate and develop a phased correctional developmental psycholinguodidactic technology of forming speech activity of children determined age by using theoretical (study, analysis and generalization of the theoretical and methodological foundations of the research for determining the state of development of the problem and perspective directions of its study) and empirical (psychological and pedagogical experiment to study the state and features of the development of speech activity of children of senior preschool age with autistic disorders) research methods. The experimental psycholinguodidactic technology contained three stages of work on the problem of speech activity: research-diagnostic, correctional-activity and functional-speech. The emotional contact was established and improved, and the initial level of speech activity was diagnosed at the research-diagnostic stage. Correctional-activity stage consisted in the formation of speech and communication skills, the development of direct speech activity of children of senior preschool age with autistic disorders. The diagnosis and consolidation of the child’s achievements regarding speech activity was provided at the functional-speech stage, as well as the ability to use the acquired speech skills in the process of communication, filling the process of communication with broad interrelations with the environment. The results of the formative experiment confirmed that although children of senior preschool age with autistic disorders did not reach a high level of speech activity, but in the experimental group there were identified children with a sufficient level, the number of children with an average level increased, and the number of children with zero level of speech activity decreased, which confirms the effectiveness of experimental psycholinguodidactic correctional technology.

Undergraduates' day-to-day lying behaviors: Implications, targets, and psychological characteristics

2016 ◽  
Vol 44 (8) ◽  
pp. 1329-1338 ◽  
Author(s):  
Su-Lin Chiu ◽  
Fu-Yuan Hong ◽  
Shao-I Chiu
Keyword(s):  
Gender Differences ◽  
Gender Difference ◽  
Correlation Analysis ◽  
Descriptive Statistics ◽  
Psychological Characteristics ◽  
Significant Gender Difference ◽  
Frequency Of Occurrence ◽  
Pearson Product Moment Correlation ◽  
And Gender ◽  
The Relationship

We analyzed undergraduates' (N = 232) day-to-day lying behavior in order to explore the frequency of occurrence, kinds of lying behavior, and gender differences, and to analyze the relationship between lying behaviors and individual undergraduates' psychological characteristics. We developed a questionnaire and analyzed the results using descriptive statistics, t tests, and Pearson product-moment correlation analysis. Results showed that the undergraduates' day-to-day behavior could be divided into the following 5 types of lying: excuse, absenteeism, cheating, negative, and spending. More than 80% of the undergraduates said they had told a lie in a day-to-day situation within the 1-year period covered in this study. There was no significant gender difference in any aspect of the undergraduates' day-to-day lying behavior, although there was a significant correlation between day-to-day lying behavior and negative psychological characteristics.

scholarly journals The effects of thumb sucking habit on the development of malocclusions in preschool age children in Hilla city

2019 ◽  
Vol 31 (3) ◽  
pp. 44-49
Author(s):  
Saba M Al-kinane ◽  
Zainab A. Al-Dahan
Keyword(s):  
Preschool Age ◽  
Open Bite ◽  
Facial Growth ◽  
Deciduous Dentition ◽  
Anterior Open Bite ◽  
Significant Difference ◽  
The Subject ◽  
Thumb Sucking ◽  
And Gender ◽  
Using Data

Background: habit is any purposeless action repeated unconsciously. It is a sign of lack of harmony between the subject and the surrounding environment. Deleterious oral habits such as finger sucking could be one of the etiological factors for altered oro-facial growth development. This study conducted to explore the association between finger sucking habit and malocclusion in deciduous dentition. Materials and method: Totally 40 chronic thumb sucker and 40 controls matching in age and gender were enrolled in the study. A study conducted by verifying different occlusal trait through the intra-oral examination. Thumb sucking habit diagnosed using data gathered from parents. Results: The statistical analysis showed a highly significant difference (p>0.01) in the occurrence of anterior open bite, increased over jet between study and controls, in addition to that thumb sucking habit increased the likelihood of development of anterior open bite, increased overjet and posterior cross bite by 39 folds, 40 folds and 3 folds respectively. Conclusions: Thumb sucking habit found to be a risk factor for the development of anterior open bite and increased overjet.

scholarly journals Level Berpikir Geometri Menurut Teori Van Hiele Berdasarkan Kemampuan Geometri dan Perbedaan Gender Siswa Kelas VII SMPN 8 Pare-Pare

2018 ◽  
Vol 4 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Lisa Aditya Dwiwansyah Musa
Keyword(s):  
Gender Differences ◽  
Female Student ◽  
Male Student ◽  
Ability Test ◽  
Van Hiele ◽  
Van Hiele Theory ◽  
The Subject ◽  
Level 1 ◽  
And Gender ◽  
Level 2

The study aimed at describing the level in thinking geometry according to Van Hiele theory based on geometry ability and gender differences. The subjects of the study were 4 people consisted of a male student with high geometry ability (LT), a female student with high geometry ability (PT), a male student with low geometry ability (LR), and a female student with low geometry ability (PR). The instrument of the study was the researcher herself as the main instrument assisted by test of geometry ability, test of Van Hiele, and guided interview which was valid and reliable. Data were collected by conducting test and test-based interview. The subject of the study grade VII students consisted of 4 people. The process of the study was conducted in several steps, namely (a) formulating the indicator of the level in thinking geometry according to Van Hiele theory based on the relevant theory and research, (b) formulating the supporting instrument (test of geometry ability, test of Van Hiele geometry, and guided interview) which was valid and reliable, (c) deciding the research subjects by providing test of geometry ability, (d) obtaining the data to reveal the level in thinking geometry of students on the characteristics of tetragon, (e) conducting time triangulation to obtain valid data, (f) conducting data analysis of the level in thinking geometry of students according to Van Hiele theory based on the geometry ability and gender differences, (g) conducting the discussion of the result of analysis, and (h) conducting conclusion drawing of the result of the study. The result of the study revealed that (1) the subject of LT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (2) the subject of PT was in level 2 of pre-ordering (unmaximized level 2), the subject had lack of understanding the correlation among planes in making the definition, (3) the subject of LR was in level 1 of analysis, the subject could determine the characteristics of a plane; where as (4) the subject of PR was in level 1 of analysis, subject could determine the characteristics of a plane.

scholarly journals Educação e gênero após Auschwitz: em busca de uma educação humanizadora do outro

2018 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Jenerton Arlan Schütz ◽  
Ivan Schwengber
Keyword(s):  
Gender Differences ◽  
Critical Theory ◽  
Complex Issue ◽  
Brazilian Society ◽  
Gender Education ◽  
The World ◽  
The Subject ◽  
And Gender ◽  
Do So

O presente ensaio, de cunho filosófico, tematiza o tratamento da questão da educação e as diferenças de gênero, o que, de fato, é um tema muito complexo em nossa sociedade. Para tanto, parte-se do horizonte do mundo da vida, de modo que o texto é uma tentativa de intencionalidade da consciência. O ethos pedagógico e histórico da sociedade brasileira é o alicerce deste ensaio, no qual categoriza-se o sujeito mulher e, a partir da teoria crítica de Adorno, apresenta um alerta para o papel da educação. Ademais, o texto é uma reflexão sobre as bases epistemológicas e discursivas do tratamento da questão de gênero e seus reflexos para uma educação humanizadora do Outro.Palavras-chave: Gênero. Educação. Humanização. Education and gender after Auschwitz: in search of humanizing education of the otherABSTRACTThis philosophical essay deals with the question of education and gender differences, which in fact is a very complex issue in our society. To do so, it departs from the horizon of the world of life, so that the text is an attempt at intentionality of consciousness. The pedagogical and historical ethos of Brazilian society is the foundation of this essay, in which the subject is categorized as a woman and, from Adorno’s critical theory, presents an alert to the role of education. In addition, the text is a reflection on the epistemological and discursive bases of the treatment of the question of gender and its reflexes for a humanizing education of the Other.Keywords: Gender. Education. Humanization. Educación y género post Auschwitz: en busca de una educación humanista del otroRESUMENEl presente ensayo, de carácter fi losófico, tematiza el tratamiento de la cuestión de la educación y las diferencias de género, lo que de hecho, es un tema muy complejo en nuestra sociedad. Para ello, se parte del horizonte del mundo de la vida, de modo que el texto es un intento de intencionalidad de la conciencia. El ethos pedagógico e histórico de la sociedad brasileña es el cimiento de este ensayo, en lo cual se categoriza el sujeto mujer, y a partir de la teoría crítica de Adorno presenta un alerta para el papel de la educación. Además, el texto es una reflexión sobre las bases epistemológicas y discursivas del tratamiento de la cuestión del género y sus reflejos para una educación humanista del Otro.Palabras clave: Género. Educación. Humanización

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