scholarly journals Alice from the Tales of L. Carroll as a Character and Linguistic Personality

2020 ◽  
Vol 11 (1) ◽  
pp. 64-77
Author(s):  
Elena Nikolaevna Ryadchikova ◽  
Olga Aleksandrovna Kadilina ◽  
Ashhen Muradovna Balian
Keyword(s):  
Cognitive Processes ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Speech Understanding ◽  
Communicative Skills ◽  
Literary Character ◽  
Linguistic Aspect ◽  
High Level ◽  
Primary School Age

The relevance of this work is determined by the importance of studying the problem of the child’s linguistic personality as a fiction character in a linguistic-pragmatic manner, from the writer’s linguistic personality intentions and characteristics perspective, and insufficient linguistic aspect knowledge of Lewis Carroll’s works about Alice’s adventures. The work substantiates the following: as opposed to the fact that, due to ontological characteristics, individual mental, psychological and physical development and personality growth, the degree of their language acquisition and communicative skills, primary school age children are usually weak or average linguistic personalities, while fiction characters of this age are able to meet the parameters of a strong linguistic personality. It has been established that the preferred, highly appreciated by L. Carroll qualities of a seven-year-old English girl are as follows: high level of cognitive-speech development, speech-cognitive processes, vocabulary, ability to communicate, reflect, draw conclusions, evaluate and express one's opinion in words, intelligence superior to the development of an average child of this age, as well as Alice’s internal qualities, manifested in her speech activity, taking into account not only speech peculiarities, but also themes and stylistics, communicational strategies and tactics, pragmatics, perception adequacy and the interlocutor’s speech understanding, influencing the opponent with the paralinguistic methods, psycho-emotional background of communication. These qualities make it possible to characterize a given linguistic personality of a literary character as strong. A number of Alice's qualities allow her to be considered as a national-cultural English type of personality.

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

2020 ◽  
Vol 7 (2) ◽  
pp. 58-63
Author(s):  
Svitlana Fedorenko ◽  
Marina Polykovski
Keyword(s):  
Primary School ◽  
Experimental Method ◽  
Visually Impaired ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Primary Schoolchildren ◽  
Figurative Speech ◽  
Primary School Age ◽  
Impaired Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

scholarly journals Using collective activities in the development of speech in children of older preschool and primary school age

2020 ◽  
Vol 47 (5) ◽  
pp. 199-211
Author(s):  
Rania G. Izmailova ◽  
◽  
Tatiana G. Sheinova ◽  
Tatiana V. Timokhina ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Speech Disorders ◽  
Speech Development ◽  
School Age ◽  
Educational Organizations ◽  
Low Level ◽  
Number Of Children ◽  
Chi Squared ◽  
High Level ◽  
Primary School Age

Introduction. The number of children with speech disorders increases from year to year. Work on the development of speech at preschool and school educational organizations is not always planned, systematic, and coherent. This composite group of children is insufficiently studied in pedagogical science and practice. In classes on speech development and children’s independent activity, not enough time is devoted to collective activities. Materials and methods. The pilot study involved 147 children from four preparatory groups and two first grades of the elementary school in Orekhovo-Zuevo (Moscow Region, Russian Federation). The following research methods were used: analysis of foreign and domestic scientific literature, survey, and experimental research. The results were compared using Pearson's chi-squared test χ2. The study used the authors' toolkit adjusted for the conditions of the experiment. Results. The study showed a fairly high quality of the toolkit prepared for testing. Initially, the groups of respondents showed a low level of speech development – 47% (69 children), an average level – 51% (75 children), and a high level – 2% (3 children). Collective activities were widely used at the formative stage during class time and after classes. The results of the control stage (low level 8.1%, average 47.3%, high 44.6% of children) convincingly demonstrate the effectiveness of using collective activities in speech development (χ2 = 96.813; p < 0.01). Discussion and conclusion. The toolkit chosen for collecting primary information was shown to be of sufficient quality. The study showed the effectiveness of using active social and psychological education methods (in particular, Olympiads, creative workshops, creative weeks, collective creative activities) by teachers of pre-school educational organizations and primary school teachers to develop children's speech. An important condition for the development of speech in children of older preschool and primary school age is using collective activities, insufficiently studied in Russia and abroad, in the pedagogical process.

scholarly journals FORMATION OF THE COMMUNICATIVE SPEECH SKILLS FOR PRIMARY SCHOOL AGE CHILDREN IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 171-182
Author(s):  
Volodymyr Holub ◽  
Nadiia Holub
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Special Educational Needs ◽  
The World ◽  
The Subject ◽  
Primary School Age

The state of the problem under study in the psychological and methodological literature is analyzed in the article. The content of the definitions: “communicative skills”, “communicative-speech skills” and “communicative-speech development” has been clarified. The developmental features of communication and speech skills for primary school children in inclusive educational conditions are considered. The methodological techniques for the formation and development of communicative-speech skills in inclusive classes of elementary school are determined.Effective types of corrective assistance for children with special educational needs in the lessons of the subject “I explore the world”are the actualization of the motive of communicative action, the creation of emotional play situations, the organization of attention and increased speech control, and a decrease of the volume and the rate of work. For children of primary school age with special educational needs, long-term types of assistance are advisable for the formation of arbitrary forms of communication activity.In order to develop communicative speech skills, it is recommended to use in classrooms such methodological techniques as working with a terms dictionary, explaining the meaning of concepts, introducing new terms into one’s own statements, analyzing natural objects, composing stories on a given topic using the studied concepts.Organizational forms and methodological techniques for the formation of communicative speech skills are analyzed – a system of differentiated tasks, conversations based on illustrative material, role-playing games, group work, research projects, excursions, multimedia methods etc. The pedagogical conditions for the formation of communicative speech skills for primary school age children in inclusive classes at the lessons of the subject “I explore the world” are determined and characterized.In order to develop the communicative speech skills of schoolchildren studied in an inclusive learning environment, it is necessary to provide the early inclusion of primary schoolchildren with special educational needs in the process of systematic correctional and developmental work. Keywords: communicative speech skills, speech development, communicative speech development, inclusive education, inclusive class, special educational needs, pedagogical conditions, primary school age children, educational process.

scholarly journals On the question of dyslalia correction in primary school-age children

2021 ◽  
Vol 1 (3) ◽  
pp. 77-81
Author(s):  
Iryna Оliinyk ◽  
◽  
Liliia Tyshchenko ◽  
Larissa Yatseniuk ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Speech Therapy ◽  
Speech Development ◽  
Educational Process ◽  
Shared Responsibility ◽  
School Age Children ◽  
School Age ◽  
School Students ◽  
Primary School Age

The article discloses the problem of dyslalia treatment in primary school-age children. It highlights the scientific views of Ukrainian and foreign scientists concerning the diagnosis of dyslalia as a speech disorder. In particular, the author investigates various approaches to the classification of dyslalia in domestic and foreign literature and reveals the methodological foundations of dyslalia correction in the context of the formation of speech competence of primary school-age children of the New Ukrainian School.The study characterizes primary forms and types of dyslalia depending on the causes of its occurrence and the number of groups of disturbing sounds. Following the stages of speech therapy, the author describes a method for correcting violations of sound pronunciation and the formation of skills for accurate reproduction of sounds within children of primary school age.Particular attention is focused on the timely detection and correction of dyslalia in elementary school students to prevent the manifestation of violation processes in reading and writing, problems with communication in society, and the formation of the personality as a whole. The need to improve the competence of teachers, including primary school teachers working with children of this category, is noted in connection with the transition of primary schools to the new State Standard and the active introduction of inclusive education.The author substantiates the expediency of close cooperation of all participants in the educational process regarding the awareness of the shared responsibility for the child’s speech development

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

scholarly journals Overcoming the Fear of Water at the Initial Stage of Learning to Swim

2017 ◽  
pp. 66-71
Author(s):  
Olga Obrazhey
Keyword(s):  
Primary School ◽  
Summer Camp ◽  
Psychological Impact ◽  
Open Water ◽  
Physical Symptoms ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Initial Stage ◽  
Primary School Age

The article deals with the fear of children of primary school age to open water, which appears at the initial stage of teaching swimming and is a serious obstacle to mastering the skills of swimming. Analysis of the scientific researches indicate a lack of reasonable methods of overcoming fears associated with the water during swimming training and scientific methodological developments in the prevention and overcoming fears associated with water, which leads to certain problems and violations of logical consistency in teaching swimming. The following empirical methods as questionnaires, interviews, pedagogical observations are used. The article presents the results of a study of this problem, especially: the results of the survey of primary school children who arrived at the base of the summer camp «Lastochka» in Skadovsk of Kherson region in 2016 during the month of June as well as conversations and observations with them that took place in real conditions of training swimming. This study provided the opportunity to determine the origin of fear causes of primary school age children, to reveal the reasons and statistics of accidents at open water, to identify factors fear of open water of primary school age children. The article indicates signs of the most important physical symptoms associated with the fear of open water. Methodical recommendations developed to overcome fears at the initial stage of swimming lessons in open water based on the principles of psychological impact on the minds of everyone as well as the use of innovative techniques while swimming. Methodical recommendations focus on the preparation and organization of lessons with children of primary school age, with the problem of fear of open water. They aim to overcome fear and to achieve the main goals of the swimming lessons in the summer camp to teach swimming every child.

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