Where Does Child Language End and Adolescent Language Begin?

Laura Tidriķe
Child’s Language Research Centre of RTTEMA, Riga, Latvia
University of Latvia, Riga, Latvia

Summary

Introduction
Adolescent language is a form of linguistic self-identification expressed most vividly in oral and written speech of adolescents’ mutual communication in informal situations and it varies depending on sociological factors (speaker’s gender, age, education, belonging to a specific group of youths etc.). Adolescents’ age group nowadays includes individuals between 13 and 30.

Aim of the study
Aim of this article is to analyse the borderline separating child’s language and adolescent’s language, as well as to determine the differences in features of both language varieties. Lasīt vairāk "Where Does Child Language End and Adolescent Language Begin?"

Linguo-Statistical Analysis of Borrowed Words Used in School Textbooks and Children’s Literature Books

Viktorija Kuzina
Riga Teacher Training and Educational Management Academy, Riga, Latvia

Summary

Introduction
Pre–primary school and basic educational programmes pay attention to children’s speech development, combining it with vocabulary development and acquisition of words meaning.

As early as in kindergarten, favourable opportunities should be provided for the development of literary correct and rich language, and non-literate words should be eliminated from children’s speech. The kindergarten curriculum claims that at the preschool age, children must acquire such a vocabulary, which can ensure communication by means of language, prepare them for successful learning at school, and foster perception of folklore, fiction, films, radio and TV programmes. While children are learning the language, words from their passive vocabulary can enter the active vocabulary, depending on the work done for language enrichment by adults. A very important task to be implemented by both parents and teachers is to open up the wealth of the literary language, which can be perceived through multiple sources – folksongs, fairytales, legends, proverbs, sayings, riddles. A major role is played by fiction in the process of personality development,
because it immensely facilitates children’s knowledge about the environment, adult and peers life, and about their ideas, actions and aspirations. Lasīt vairāk "Linguo-Statistical Analysis of Borrowed Words Used in School Textbooks and Children’s Literature Books"

Onyms in Teaching Aids for 3rd Grade and Child’s World Perception

Anna Vulāne
Child’s Language Research Centre of RTTEMA, Riga, Latvia
University of Latvia, Riga, Latvia

Summary

Introduction
Onomasticon is one of most relevant nominal systems of language. The system reflects ways and methods for individual naming of objects, realias meaningful for an ethnos. For studying a nation’s language world, anthroponyms and toponyms are especially important because a word is an object for studying an ethnos’ conscious reality, a nation’s world perception. A child acquires the concept of functional nuances of a proper name in a family; however it is important that pupils’ attention during the learning process be drawn both to situational conditionality of use of proper names, and the principles of its choice and traditions in the native and other cultures. Likewise the pupil should acquire knowledge of norms of choosing the word’s official or unofficial variants and skills of using them in communication. A pupil should also form the concept that choice of a variant, which does not correspond to the situational standard may cause communication difficulties. This in turn means that the mentioned aspects should be taken into account at developing contents of teaching aids.

Aim of the study
The aim of the research was to examine the role of onyms in 3rd grade teaching aids, what proper nouns get the child’s attention, how the origin and ethnic-cultural connotation is revealed because especially at this stage, pupils should form a concept of proper nouns under the standard of basic education of the Latvian language. Lasīt vairāk "Onyms in Teaching Aids for 3rd Grade and Child’s World Perception"

Mother Tongue Textbooks and the Possibilities of Creativity Development through Their Use in Mother Tongue Lessons in Early Primary School

Margarita Kaltigina
Riga Teacher Training and Educational Management Academy, Riga, Latvia

Summary

Introduction
Creativity as one of the most desired contemporary human qualities is closely related to self-expression, but self-expression to self-assessment, self-esteem, and further to self-actualisation. Therefore the early primary school stage becomes especially crucial which involves the development of creative abilities as one of the most fundamental tasks. The article focuses on the early primary text-books in the mother tongue (Latvian, Lithuanian, Estonian, Polish, Ukrainian, Russian) in order to clarify to what extent and exactly what kind of creativity promoting tasks the authors include in them.

Aim of the study
The aim is to analyse the mother tongue early primary school text-books of various nationalities in order to establish the number and type of the tasks promoting children’s creativity. Lasīt vairāk "Mother Tongue Textbooks and the Possibilities of Creativity Development through Their Use in Mother Tongue Lessons in Early Primary School"

Preconditions of Speech Formation and Development in the Earlier Stages of Primary School

Agrita Tauriņa
Riga Teacher Training and Educational Management Academy, Riga, Latvia

Summary

Introduction
One of the most important topics discussed by parents and teachers of earlier primary school pupils is the development of speech. In this article characteristic Latvian parents’ and pedagogues’ opinions about the development of child’s speech are analyzed and results achieved by world famous scientists (L. Vygotsky, J. Piaget, E. Hoff, J. Locke, V. Kiseleva, N. Avdeyeva, L. Pavlova and E. Kosareva) as well as most significant conclusions about pedagogical methods on promoting speech development are discussed.

Aim of the study
To research the preconditions for speech development in earlier primary school stage, to determine successful pedagogical methods of communicating with children for promoting their speech development. Lasīt vairāk "Preconditions of Speech Formation and Development in the Earlier Stages of Primary School"

A Model for Getting Acquainted with Fiction to Enrich the Image of the World in the Preschool Age

Inese Freiberga
Riga Teacher Training and Educational Management Academy, Riga, Latvia

Summary

Introduction
The progress of information and telecommunication technologies granting us the access to information and ensuring its broad scope also provides an opportunity for a child in its senior preschool age to access information of most various  types. Often the child is left alone amidst the manifold and frequently conflicting pieces of information. More and more time is spent by the TV without any control over the data perceived from the screen. The information received from the TV strongly influences the child’s notions of the surrounding world and its values orientation, thus the image of the world. Fiction being a type of art gives us an opportunity to gain such experience that a child is unable to get under the given circumstances in his everyday life; therefore the child’s experience is deepened and the formation of the values orientation is encouraged as well as the enrichment of the image of the world is being influenced as early as in the preschool age.

Aim of the study
Elaboration of a theoretical pedagogical model for the formation of the image of the world throughout the process of perceiving and experiencing fiction in the senior preschool age. Lasīt vairāk "A Model for Getting Acquainted with Fiction to Enrich the Image of the World in the Preschool Age"

Facilitation of Child Language Development through Using Finger Plays in Toddler’s Age

Tija Zīriņa
Riga Teacher Training and Educational Management Academy, Riga, Latvia

Summary

Introduction
Toddler’s age is a period which includes children development from 1 to 3 years of age. This is a period when a child needs a lot of support from parents and understanding from caregivers. It is also a period when coordination of fine  movements and language develops. The main factor facilitating the process is a positive communication between the child and an adult. Therefore one of the most successful means ensuring both positive communication with an adult and the development of the language is finger plays or a folk-songgame from the Latvian folklore. The experience coming from other nations also emphasizes the significance of the finger games in the development of children’s language.

Aim of the study
To analyze the influence of finger plays to the development of language in toddler’s age (1 – 3 years). Lasīt vairāk "Facilitation of Child Language Development through Using Finger Plays in Toddler’s Age"

Researching Latvian Child Language

Dace Markus
Riga Teacher Training and Educational Management Academy, Riga, Latvia

Summary

Introduction
The scientific article is an analytical overview of history of child language as new research branch launched in Latvia, indicating significance and future perspective of this direction.

Aim of the study
The aim of the research is to analyse and substantiate the history, strategy and perspective of child’s language studies in Latvia. Lasīt vairāk "Researching Latvian Child Language"

Emergence of Case Meanings in Russian – Empirical Evidence from One Month, from One Child

Natalia Gagarina
Center for General Linguistics, Berlin, Germany
Marina Eliseeva
Herzen State Pedagogical University of Russia, St. Petersburg, Russia

Summary

Introduction
The article presents emergence of case marking on nouns and development of case meanings within one month in the acquisition of Russian. For this purpose density recordings of 1;9 were extracted from longitudinal data of Liza E. As  revealed by the analysis, within less than one month the inflections of all cases occur in singular. Data show that the emergence of case marking and case meanings take place parallel to a continuous use of one-word utterances. Rich inflectional morphology (being combined with sufficient lexicon) compensates for the poverty of argument structure and the complexity of an utterance. The child does not need several components in the utterance to make it clear.

Aim of the study
Beyond a descriptive goal, this study aims at tracing order of the emergence of case meanings at age 1;09 with one child. At the same time it gives brief information about the early lexicon, number of components of utterances and lexical spurt in nouns and case meanings around age 1;09. Lasīt vairāk "Emergence of Case Meanings in Russian – Empirical Evidence from One Month, from One Child"

Diagnostics and Description of Children`s of Five Speech in Terms of Inner Programming and Grammatical Structuring

Larisa Kalmykova
Pereyaslav-Khmelnytskyi State Pedagogical University named after Hryhoriy Skovoroda, Pereyaslav-Khmelnytskyi, Ukraine

 

Summary

Introduction
Diagnostics and description of children’s of five speech in terms of inner programming and grammatical structuring operations are showed here. The article is dedicated to the actual problems of psycho-linguistics of the development,  particularly to the research of grammatical-structuring operations in children of senior preschool age. It elucidates the opening of meaning of these experimental facts as the preconditions of lingvodidactic perfection and realization of principles of perspectiveness and continuation.

Aim of the study
To give the detail analysis of grammatical mounting of speech of senior pre-schoolchildren – as a pre-condition of making the effective technologies for speech development of children and realization of perspectiveness and followingness in the development of communicative abilities in children on the intermediate links of linguistic education – the pre-school and elementary school ones. Lasīt vairāk "Diagnostics and Description of Children`s of Five Speech in Terms of Inner Programming and Grammatical Structuring"