MAIN FEATURES OF QUALITATIVE LEARNING SPACE AND PRE-SCHOOL CHILDREN LANGUAGE DEVELOPMENT
DOI:
https://doi.org/10.17770/sie2020vol3.5154Keywords:
learning space, a pre-school child, language developmentAbstract
The main goal of ongoing transformation of the Latvian pre-school education system is competence-based approach. The essence of this approach is to promote functionality, integrity and practical application of knowledge, explanation of the surroundings, universality of skills, creativity, problem solving. Modern society requests not only for teacher to demonstrate enthusiasm by sharing a deep level of content knowledge, but also necessity of learning space which focus on sensorial senses. It is a way of learning through doing, the process when children obtain knowledge and skills via personal experience, like being creative, flexible, able to analyse, think critically etc. The aim of this article is to analyse successfully created learning space and language development for pre-school age children based on literature analysis and adapted survey results. The empirical study, which took place in Riga, examines these two aspects in pre-school children development of language, communication and the prerequisites of reading and writing. The Latvia State Research Program “Latvian language” No. VPPIZM-2018/2-0002 researchers find out that children who attend minority pre-school education programme have insufficient support in Latvian language environment. Results, conclusions. Qualitative learning space promotes learning abilities and responsible attitudes. This important condition needs to be implemented in competence-based approach to see improvements in pre-school children language and communication development.
Downloads
References
Barrable A. (2019). Refocusing Environmental Education in the Early Year: A Brief Introduction to a Pedagogy for Connection. Education sciences, 9, 61, 1-8. Retrieved from https://www.researchgate.net/publication/331873838_Refocusing_Environmental_Education_in_the_Early_Years_A_Brief_Introduction_to_a_Pedagogy_for_Connection
Baltušīte, R. (2006). Skolotāja loma mācīšanās motivācijā. Rīga: Izdevniecība RaKa.
Dewey, J. (1938). Experience and Education. New York: Kappa Delta Fi. Retrieved from: https://archive.org/details/ExperienceAndEducation-JohnDewey/mode/2up
Fišers, R. (2005). Mācīsim bērniem mācīties. Rīga: Izdevniecība RAKA.
Frierson, P.R. (2016). Making Room for Children’s Autonomy: Maria Montessori’s Case for Seeing Children’s Incapacity for Autonomy as an External Failing. Journal of Philosophy of Education, 50, 3. Retrieved from
https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9752.12134
Kaņepēja, R, Lieģeniece, D, Mangule, I, Ukstiņa, R, Dzintere, D, Stangaine, I, Miķelsone, I, Millere, I, Platpers, A, & Gaugere, Z. (2012). Ceļā uz skolu. Bērnu sagatavošana pamatizglītības ieguvei. Rīga: Apgāds Zvaigzne ABC.
Massari, G.A., Miron, F.M., Kamantauskiene V., Alat, Z., Mesquita, C., Tzakosta, M., Verheij J.K., & Zirina, T. (2018). A Handbook on Experiential Education. Pedagogical guidelines for teachers and parents. Romania: Editura Universității Alexandru Ioan Cuza din Iași.
Piazhe, Zh. (1969). Izbrannye psihologicheskie trudy. Moskva: Prosveshhenie. Retrieved from: http://elib.gnpbu.ru/text/piazhe_izbrannye-psihologicheskie-trudy_1969/go,14;fs,1/
Purēns, V. (2017). Kā attīstīt kompetenci. Rīga: Izdevniecība RaKa.
Skola 2030, Ministru kabineta "Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem" (2019). Retrieved from http://www.skola2030.lv/lv/skolotajiem/izglitibas-pakapes/pirmsskola
Smith, T.E., & Knapp, C.E. (2011). Sourcebook of Experiential Education. Key Thinkers and Their Contributions. New York and London: Routledge.
Svence, G. (1999). Attīstības psiholoģija. Rīga: Apgāds Zvaigzne ABC.
Swiderski, M.J. (2011). Sourcebook of Experiential Education. Key Thinkers and Their Contributions. In Thomas E. Smith & Knapp Cliford. E. (Ed.), Maria Montessori Founding Mother of Experiential Education? (197-207). New York and London: Routledge.
Špona, A. (2006). Audzināšanas process teorijā un praksē. Rīga: Izdevniecība RaKa.
Tauriņa, A. (2015). Bērna sasniegumu veicināšana pirmsskolā. No A. Špona (sast.), Bērna jautājumi- personības izaugsmes pamats (86-108). Rīga: Izdevniecība RaKa.
Vidnere, M. (2019). Skolotāja profesionālā identitāte. No A. Šteinberga (sast.), Skolotāja profesionālās identitātes teorētiskie pamati (24-49). Rīga: RTU Izdevniecība.
Vygotskij, L.S. (1984). Sobranie sochinenij v 6 t.: T. 4: Detskaja psihologija. Moskva: Pedagogika. Retrieved from: http://elib.gnpbu.ru/text/vygotsky_ss-v-6tt_t4_1984/go,384;fs,1/
