2010, 6
2010, 6
p. 42-43
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359
Making up a coherent story based on a picture is a real challenge for preschool children. It is a complex process that involves verbal “drawing” of a plot, enrichment of it with details, thinking of events prior and after certain point depicted on a picture, using figurative speech, understanding details, and other. The article describes stages of working on this task using special technology of Coping with Creative Challenges.
2010, 6
p. 36-41
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410
General speech underdevelopment term (GSU) was introduced in the middle of the 20th century and first described by R.E. Levina. Children with GSU, while having normal hearing and being intellectually sound, have complex speech impairment characterized by delayed speech, reduced vocabulary, disrupted grammatical patterns and poor pronunciation. The article provides with methodical recommendations on organizing correctional interventions for children with GSU and describes major functions of speech therapists and teachers in this matter.
2010, 6
p. 44-47
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473
The younger the children are, the more chances there are for them to master a second language. Tatarstan had been practicing Multilanguage education for a long time, in many kindergartens children are taught three languages, two of which are native Tatar and Russian. The author doesn’t advocate teaching three languages per se, but instead emphasizes the importance of creating conditions in preschool educational establishments for realization of Multilanguage education’s strategic aims.
2010, 6
p. 48-53
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267
As a complex social construct, speech etiquette has its own structure that organizes behavioral rules in accordance with social groups, statuses and life situations. The content of speech etiquette has to be adequate to preschoolers’ everyday life situations and challenges, ultimately guiding children within complex world of human interrelations. The article describes speech etiquette teaching method based upon play activity and provides with some practical examples.
2010, 6
p. 54-62
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239
Many children have troubles with correct pronunciation of sounds. Automation of sounds is their involuntary use achieved through gradual introduction of the learned sounds into syllable, word, sentence, connected speech. The article provides with methods for achieving automation of sounds along with practical examples and techniques.
2010, 6
p. 63-67
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639
Development of creative thinking is one of the major goals of preschool education, achievement of which largely depends on teachers and their abilities to set proper tasks for children and arrange their realization. The important part of this work is an ability to conduct classes in accordance with children’s answers, which requires good level of self-reflection – awareness of successful and unsuccessful interventional actions. And taking special notes of them is one of the most efficient ways to develop such ability. The article provides with an example of reflection notes taken during physics class with senior preschoolers. Besides the documentary part of the notes where the actions taken are depicted, the notes include commentaries of the conducting teacher and of the scientific supervisor of the project.
2010, 6
p. 68-70
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386
Many Russian families prefer to spend their vacation abroad – it is cheaper and more comfortable. The modern generation of parents listens to how freely their children operate with geographical names and stories from their summer abroad and cannot help thinking that in their child years it was virtually impossible for them to experience time outside of their own country. It is time to analyze pros and cons of this now common fact of modern life.
2010, 6
p. 80-85
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397
The article describes the role of logorhythmics in working with children with GSU, technology of correctional work regarding development of musical and rhythmical abilities, intonation, rhythmic motion and speech, and provides with methodological recommendations. The results described by the author showed that the use of logorhythmics on preschool children helps to develop phonetics, improves intonation and melodic structure of speech (tempo, rhythm).
2010, 6
p. 86-88
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261
Studies show that interaction with limited number of grownups and peers in orphanages negatively affects speech development. The author describes work with children in their first year that supports speech development. Interventions are made individually or in groups taking up from two to five minutes daily.
2010, 6
p. 71-79
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383
This paper reports findings from a large-scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three-stage evaluation of 745 children indicate that the LPA does significantly raise standards and that the gains made by children taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non-systematic phonics approaches, the LPA positively affects the attainment levels of high-, middle– and low-ability readers.