Теоретичні засади мовленнєвої підготовки дітей до шкільного навчання
Вантажиться...
Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглядається проблема мовленнєвої підготовки дітей до шкільного навчання. Розкрито сутність понять «передшкільна освіта», «мовленнєва готовність», схарактеризовано принципи наступності й перспективності в підготовці дітей до школи щодо змістового аспекту мовленнєвої підготовки. Доведено, що мовленнєва підготовка дітей до школи – це особлива підготовка, яка специфікою свого змісту стимулює інтелектуальну, емоційно-вольову, мотиваційну готовність дошкільнят і готовність до школи у сфері спілкування.
Preparing children for school has always been important for both parents and preschool teachers. This problem has become especially acute nowadays when children start schooling at the age of six. Consequently pre-school education as a starting point of life-long learning has become mandatory for five-year-old children in Ukraine. It means that there appeared another intermediate stage between pre-school and school education. School is concerned that children who come to the first class were prepared for being taught literacy. It’s necessary that they had well-developed phonemic hearing (hearing speech), well developed speaking competences (dialogue and monologue), were able to make both phonic and syllabic analysis of words, were able to analyse sentence structure, divide a sentence into separate words and also divide words into syllables. Small muscles of their fingertips should be well developed and their hands should be ready to write. Children who come to school prepared like that will easily master reading and writing skills. Both school and pre-school teachers have different approaches to understanding the ways of providing continuity between pre-school and school education. Namely, for elementary school teachers, continuity means that coming to school a child should have some knowledge and skills but they don’t take a child’s psychological readiness for schooling into account. For preschool (kindergarten) teachers continuity is primarily a concern that the children who come to school feel comfortable and school teachers don’t complain about them. Nowadays it is very important to ensure continuity between pre-school and school education on the state level. For this purpose this particular time before going to school should be considered as a specific separate stage of life-long learning, as in fact this stage has already become mandatory. After that State Standards of Primary Education, Basic Components of preschool education, as well as school curricula should be reconsidered and updated in order to avoid both overloading young schoolchildren with useless knowledge and skills, and prevent them from learning again in the first form what they have already learned in pre-school classes. Speech readiness for school provides sufficient willingness of young learners to adapt to the school conditions, new software, new requirements for mastering the rules and regulations of speech, speech actions required to master language skills. Speech training during preschool learning provides a person with education, competences and qualifications in any sphere of life and any field of activities necessary for their further life and development.
Preparing children for school has always been important for both parents and preschool teachers. This problem has become especially acute nowadays when children start schooling at the age of six. Consequently pre-school education as a starting point of life-long learning has become mandatory for five-year-old children in Ukraine. It means that there appeared another intermediate stage between pre-school and school education. School is concerned that children who come to the first class were prepared for being taught literacy. It’s necessary that they had well-developed phonemic hearing (hearing speech), well developed speaking competences (dialogue and monologue), were able to make both phonic and syllabic analysis of words, were able to analyse sentence structure, divide a sentence into separate words and also divide words into syllables. Small muscles of their fingertips should be well developed and their hands should be ready to write. Children who come to school prepared like that will easily master reading and writing skills. Both school and pre-school teachers have different approaches to understanding the ways of providing continuity between pre-school and school education. Namely, for elementary school teachers, continuity means that coming to school a child should have some knowledge and skills but they don’t take a child’s psychological readiness for schooling into account. For preschool (kindergarten) teachers continuity is primarily a concern that the children who come to school feel comfortable and school teachers don’t complain about them. Nowadays it is very important to ensure continuity between pre-school and school education on the state level. For this purpose this particular time before going to school should be considered as a specific separate stage of life-long learning, as in fact this stage has already become mandatory. After that State Standards of Primary Education, Basic Components of preschool education, as well as school curricula should be reconsidered and updated in order to avoid both overloading young schoolchildren with useless knowledge and skills, and prevent them from learning again in the first form what they have already learned in pre-school classes. Speech readiness for school provides sufficient willingness of young learners to adapt to the school conditions, new software, new requirements for mastering the rules and regulations of speech, speech actions required to master language skills. Speech training during preschool learning provides a person with education, competences and qualifications in any sphere of life and any field of activities necessary for their further life and development.
Опис
Ключові слова
мовленнєва готовність, наступність і перспективність, передшкільна освіта, неперервна освіта, загальномовленнєва підготовка, усвідомлене мовлення, speech readiness, continuity and availability, pre-school education, continuous education, general speech training, conscious speech
Бібліографічний опис
Харькова, Є. Д. Теоретичні засади мовленнєвої підготовки дітей до шкільного навчання [Текст] / Є. Д. Харькова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 9 (43). – С. 199–207.