Grammatical Functions of Verbs in Child Language

Baiba Ivulāne
Riga Teacher Training and Educational Management Academy, University of Latvia, Latvia

Abstract

The article explores the division of grammatical functions of verbs that, according to the author, is the most suitable for the general Latvian language system and illustrates this division with practical examples of language use. Respectively, all verbs are divided into two groups according to their grammatical functions – independent verbs and auxiliary verbs. All groups of verbs used with an auxiliary meaning are explored – auxiliary verbs, copulas and modal verbs. This division of verbs is based on the grammaticalization of the verbs, since, formerly, verbs, now used in auxiliary sense, were used in a substantive meaning and only gradually acquired their auxiliary meaning. Lasīt vairāk "Grammatical Functions of Verbs in Child Language"

Children`s Language Improvement Possibilities

Viktorija Kuzina
Riga Teacher Training and Educational Management Academy, Child Language Research Center, Latvia

 Abstract

Development and improvement of children’s language generally takes place on three levels: the first level – parents, the influence of language in the family, the second level – the influence of language at school (pre-school and primary school), and the third level – the influence of language in the environment (the yard, the street or the local area). A child exists in a world full of words. It intuitively more or less understands and applies the most frequently heard words and expressions in the everyday speech. A child’s language is largely influenced by the family, teachers, as well as friends and other people that are considered by the child to be its authority. All of these sources play a certain role in the processes of language acquisition and development of speech culture. Lasīt vairāk "Children`s Language Improvement Possibilities"

Child Speech Development at Pre-school and at School: Aspect of Successive Learning

Zenta Anspoka
Riga Teacher Training and Educational Management Academy, Latvia

Abstract

Whilst living in today’s contemporary and diverse environment of visual information, people draw too little attention to verbal information, textual perception, listening, reading and writing. However, language is not only a means of communication. Language is also a means of acknowledging human thinking, self-affirmation and ethnicity. Since the main goal of education is to raise a creative personality, the mutual relationship between language and speech becomes the most important means to this end. Lasīt vairāk "Child Speech Development at Pre-school and at School: Aspect of Successive Learning"

Possible learning and reading disorder non-medication correction methods

Daina Voita1,2, Evita Vaļēviča2, Māra Marnauza1, Tālis Gžibovskis1, Anda Kauliņa1
Riga Teacher Training and Educational Management Academy,
Scientific Research Institute of Pedagogy and Psychology1, Latvia
University of Latvia, Research Institute of Cardiology2, Riga, Latvia

Abstract

Learning disabilities, often connected with reading disorders, present major challenges to the educational system. Specific reading disability is a persistent reading dysfunction. A person with a specific reading disability is unable to acquire reading skills disregarding sufficient intellectual and speech capabilities and normal speech and hearing analizator function in an optimal learning environment. New non-medication problem solutions are constantly searched for. Since  modern technology and knowledge about alternative treatment of pathology such as tension-type headache that can cause learning difficulties and consequently, develop reading disorders, is constantly developing, the importance of the Biofeedback (BFB) method is increasing.

The aim of the study was to determine the efficiency of BFB on children with migraine and learning disorders, including reading disorder. Lasīt vairāk "Possible learning and reading disorder non-medication correction methods"

Individuals`s Resistance to Social Crises is a Acquired in Childhood

Sigita Burvytė
Lithuanian University of Education, Lithuania

Abstract

Objective: the development of person’s resistance to crises. The aim of the study is to reveal the importance of childhood experience to the person, by acquiring resistance to crises; the need of pedagogical help in overcoming  daptation difficulties of the first-year pupil at school. The analysis of pedagogical, psychological, philosophical literature; the analysis of empirical research and statistic data; as well as the method of observation were used in the current study. Though 60 percent of preparation possibilities for life are realised until the beginning of the first grade, the analysis of various authors’ research, quantitative analysis and observation of firstyear pupils in the schools of Vilnius, allow us to conclude that the main reason for a difficult adaptation of first-year pupils is the prevailing belief, that individuals’ preparation for life begins at school. Educational system is based on rendering of the knowledge rather than the development of thinking ability and universal recognition of the environment. Inactivated brain during infancy and early childhood reduces the possibility of mastering information provided at school, and using it in life. Family is the basis, which provides the feeling of safety, which instils real values, which creates the conditions of developing resistance to social changes, and various adaptational skills, which are particularly necessary in the contemporary changing society. Extra attention should be paid to the education of parents and preparation for responsible parenthood. Lasīt vairāk "Individuals`s Resistance to Social Crises is a Acquired in Childhood"

Assessment of Emotional Stress and Hyperactivity in Children of Preschool and Early School Age

Juris Porozovs
Riga Teacher Training and Educational Management Academy, Latvia

Nelli Tolmača, Jānis Vandāns
Psychoneurophysiology and bioregulation Research Centre, Latvia

Introduction

Nowadays, one can observe a developing problem: a rising number of children who are slow to succeed in learning and have difficulties in mastering the school program. Lasīt vairāk "Assessment of Emotional Stress and Hyperactivity in Children of Preschool and Early School Age"