Influence of gadgets on the communicative competence of older preschool children

2021 ◽  
Author(s):  
Maria Bakhotskaya ◽  
a f
Keyword(s):  
Preschool Children ◽  
Communicative Competence

scholarly journals The formation of language competence in the system of the speech generalization semantics among students

2021 ◽  
Vol 7 (3B) ◽  
pp. 258-267
Author(s):  
Natalia A. Krasheninnikova ◽  
Valentina V. Voroshilova ◽  
Olga S. Polunina ◽  
Natalia V. Osipova ◽  
Nikolay N. Kosarenko ◽  
...  
Keyword(s):  
Preschool Children ◽  
Communicative Competence ◽  
Speech Development ◽  
Linguistic Competence ◽  
Psychological Characteristics ◽  
Main Approach ◽  
Language Competence ◽  
Methodological Approaches ◽  
The Individual ◽  
Semantic Aspect

The article aims to study the specificities of an individually differentiated approach in the formation of speech generalization semantics and communicative competence in older preschool children. The main approach to the study of this problem is the analysis of theoretical and methodological approaches in the study of an individually differentiated approach to the linguistic competence of preschool children, which allows us to identify the most effective ones.  The article focuses on the concepts of individualization and differentiation in the development of the semantic aspect of speech and communicative competence, taking into account the individual psychological characteristics of the children. It is concluded that an individually differentiated approach increases the effectiveness of measures to form linguistic competence in the system of semantics of generalization of discourse. The materials of the article can be useful for speech therapists, specialists in preschool institutions that work in the area of speech development for older preschoolers, as well as for teachers in search of effective technologies for the formation of language skills.

scholarly journals FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE EDUCATORS OF PRESCHOOL CHILDREN IN THE PROCESS OF VOCATIONAL TRAINING

2018 ◽  
Vol 2 (25) ◽  
pp. 176-180
Author(s):  
Anna Koshel ◽  
◽  
Vitalii Koshel ◽  
Svitlana Boiprav ◽  
Hanna Syz ◽  
...  
Keyword(s):  
Preschool Children ◽  
Vocational Training ◽  
Communicative Competence

scholarly journals Features of forming communicative competence of senior preschool children

2019 ◽  
pp. 100-102
Author(s):  
Ksenia Aleksandrovna Khafizova
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
Communicative Competence ◽  
Preschool Age

This article presents a theoretical analysis and the essential characteristics of the concepts «competence», «communicative competence». The author substantiates the need to create special pedagogical conditions for the successful formation of communicative competence in children of senior preschool age. The purpose and methods of studying the level of formation of communicative competence in 5–6 years old children, as well as the results of this study are presented.

scholarly journals DIGITAL VISUALIZATION OF STORYTELLING AS A METHOD OF FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE EDUCATORS

2021 ◽  
pp. 78-82
Author(s):  
A. Karnaukhova
Keyword(s):  
Preschool Children ◽  
Communicative Competence ◽  
Preschool Education ◽  
Educational Process ◽  
Modern World ◽  
Professional Activity ◽  
Practical Training ◽  
Education Students ◽  
New Techniques ◽  
Pedagogical Institute

The proposed article analyses storytelling as a method of forming the communicative competence of future educators. Storytelling is seen as a method of improving students’ communicative competence and as a means of digital visualization. However, the concept of communicative competence includes mastering the necessary set of not only speech knowledge but also skills in the communicative aspect of any professional activity, as well as the practical use of communication tools necessary for the formation of a socially active personality oriented in the modern world. We are currently using new techniques that will help future educators to form speech competence (phonetics, vocabulary, grammar) of preschool children through the introduction into the educational process of methods that allow: to speak, write and listen. This method allows to implement the educational process at the Pedagogical Institute of Borys Grinchenko Kyiv University with extensive use of multimedia forms of teaching material on the example of the content module “Theatrical Art as a Component of Preschool Education”, integrated course “Polyart Education of Preschool Children” for students majoring in 013 “Primary Education”, specialization “Preschool Education”. Students learn to solve problems, reveal ideas, use a cloud of words, compose comics, intelligence maps, interactive books, cartoons, videos, collages. The tasks of storytelling are covered: to capture the attention of the reader or viewer; to inspire trust; to create associations; to stimulate the emotional sphere and evoke empathy; to memorize stories. The main elements of storytelling and the main software tools for creating digital visualization of storytelling are identified. The essence of the concept of “storytelling” as a method of formation of communicative competence is substantiated and analysed. The activities of the Center for Innovative Educational Technologies (ICR) in the practical training of future educators are revealed and a list of tools and programmes such as Closr, ZooBurst, Narrable, Storify, Metta, PowToon, Moovly, Wideo and GoAnimate, Chogger and ToonDoo, used in the work with students are presented.

scholarly journals Features of Development of Communicative Competence in Children with Mental Retardation

2018 ◽  
Vol 10 (1) ◽  
pp. 32-41
Author(s):  
A.A. Zarechnaya
Keyword(s):  
Experimental Data ◽  
Mental Retardation ◽  
Comparative Analysis ◽  
Preschool Children ◽  
Regulatory Mechanism ◽  
Communicative Competence ◽  
Joint Activity ◽  
Common Goal ◽  
Additional Training ◽  
Joint Actions

The article presents the results of the study of communicative competence in children with mental retardation. Experimental data on the development of communicative competence in children with mental retardation are presented, a comparative analysis with the data of normally developing children is performed. The connection between types of communicative competence in preschool children with mental retardation, their ability to cooperate with their peers: to plan, coordinate and carry out joint actions to achieve a common goal is empirically revealed. It is proved that communicative competence as a regulatory mechanism of the program of joint activity in children with mental retardation is formed at a delayed pace and requires additional training in order to develop the ability to perform group tasks. Experimental data allow to develop a model of communicative competence formation in children with mental retardation on the basis of the development of the allocated communicative competences in the course of joint activity with a peer.

scholarly journals THE PECULIARITIES OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH AUTISM AND DYSARTRIA

2020 ◽  
Vol 6 (11) ◽  
pp. 18-25
Author(s):  
Kateryna Ostrovska ◽  
◽  
Igor Ostrovsky ◽  
Khrystyna Saiko ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communicative Competence ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Children With Asd ◽  
Study Results ◽  
Significant Difference ◽  
Qualitative Similarity ◽  
Children's Speech

The peculiarities of communicative competence of children with Autism Spectrum Disorders (ASD) and dysarthria are discussed. The performed literature review has revealed that almost half of children with ASD show violations of both expressive and impressive speech, and moreover, ambiguous results were obtained regarding existing correlations between speech disorders of children with ASD and children with dysarthria. This necessitated the study on the speech competence of these two children categories. The experiment was attended by 75 preschool children from 4 to 6 years old from Lviv: 25 children with ASD (20 boys and 5 girls), 25 children with dysarthria and 25 children with typical development. The following techniques were used: 1) the technique “Examination of children’s speech readiness for school” to determine children’s communicative competencies; 2) the method “Profile of a child’s social development” to determine their interaction with adults and peers. Basing on the study results, we have found out that only middle or low levels of communicative competencies were observed at preschool children with ASD and children with dysarthria. No children with high or sufficient levels of communicative competence were identified. In terms of communicative activities, there was a qualitative similarity between the two categories of children. However, the study results suggest a significant difference between them: children with ASD interact better with adults than children with dysarthria, while children with dysarthria interact better with peers than children with ASD. Based on the obtained results, a corrective care strategy for the studied children categories has been proposed.

Peer-Related Communicative Competence of Preschool Children

1989 ◽  
Vol 32 (4) ◽  
pp. 930-943 ◽  
Author(s):  
Michael J. Guralnick ◽  
Diane Paul-Brown
Keyword(s):  
Preschool Children ◽  
Social Status ◽  
Communicative Competence ◽  
Descriptive Study ◽  
Chronological Age ◽  
Developmentally Delayed ◽  
Developmental Status ◽  
Cross Sectional ◽  
Communicative Functions ◽  
Communicative Interactions

The peer-related communicative interactions of nonhandicapped 3- and 4-year-old children as well as a group of 4-year-old mildly developmentally delayed children were investigated in a cross-sectional descriptive study. Adjustments of speakers to companions varying in terms of chronological age and developmental status were of interest, as were comparisons among the three groups. All three groups made adjustments in communicative functions (directives and information statements), interactive style (strong and joint directives), and communications involving affect (disagreements), but only to mildly delayed children. Adjustments to mildly delayed children were more closely related to interpersonal and social status factors than to children's developmental levels. The communicative interactions of mildly delayed children were highly similar to the developmentally matched nonhandicapped group on all measures except for a lower level of speech complexity. Significant differences between 3- and 4-year-old nonhandicapped children were obtained only for measures of speech complexity.

Communicative Interactions of Mildly Delayed and Normally Developing Preschool Children

1986 ◽  
Vol 29 (1) ◽  
pp. 2-10 ◽  
Author(s):  
Michael J. Guralnick ◽  
Diane Paul-Brown
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Young Children ◽  
Communicative Competence ◽  
Free Play ◽  
Syntactic Complexity ◽  
Developmental Levels ◽  
Communicative Interactions ◽  
Functional Aspects ◽  
Information Requests

The communicative interactions of mildly delayed and normally developing preschool children were recorded during free play as they interacted with children at different developmental levels in a mainstreamed program. Analyses of syntactic complexity, semantic diversity, functional aspects of speech, and the use of selected discourse devices indicated that mildly delayed children adjusted important characteristics of their speech in accordance with the cognitive and linguistic levels of their companions. Specifically, speech addressed to less developmentally advanced children was less complex, more diverse, and consisted of a greater proportion of behavior requests but contained proportionally fewer information requests or information statements. These adjustments appeared to be well suited for improving communicative effectiveness and were similar in magnitude and direction to those of normally developing children. In addition, both mildly delayed and normally developing groups were generally successful in obtaining responses to their behavior and information requests. The implications of these findings were discussed in relation to the communicative competence of young children and to early childhood mainstreaming.

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