Title Jezični razvoj u kontekstu cjelovitoga dječjeg razvoja Title (english) Evolution of the speech in the context of the entire child development Author Tena Kelava Mentor Jelena Vignjević (mentor)Committee member Edita Rogulj (predsjednik povjerenstva)Committee member Jelena Vignjević (član povjerenstva)Committee member Ivana Golik Homolak (član povjerenstva) Granter University of Zagreb Defense date and country 2021-09-27, Croatia Scientific / art field, HUMANISTIC SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Čovjek se rađa kao društveno biće i djeca prije nego što progovore komuniciraju s okolinom. Poticanjem komunikacije potiče se jezično-govorni razvoj pa se zaključuje kako je komunikacija temelj usvajanja jezika i razvoja govora. Za uredan jezično-govorni razvoj djeteta potrebno je zadovoljiti određene uvjete: biološki razvoj koji podrazumijeva razvoj cjelokupne motorike govornih organa i slušne percepcije, spoznajni razvoj, odnosno razvoj intelekta te socijalno-emocionalni razvoj koji je pod utjecajem okoline. Kada se govori o jezičnom razvoju, podrazumijeva se proces koji obilježavaju razvojni obrasci u očekivanim razdobljima, ali i individualne osobine svakog djeteta. Podijeljen je na predjezično ili predverbalno razdoblje koje je obilježeno dječjim razumijevanjem jezika te jezično ili verbalno razdoblje u kojemu osim razumijevanja dolazi i do proizvodnje jezika. Brojni stručnjaci koji se bave jezično-govornim razvojem pokušavaju objasniti djetetovo ovladavanje govorom, a pritom ističu važnost rane i predškolske dobi, bez obzira na to kojem se teorijskom modelu ovladavanja jezikom priklanjali: biheviorističkom, prema kojemu dijete usvaja jezične strukture oponašanjem govornih uzora, metodom pokušaja i pogrešaka; generativističkom koji smatra da je djetetu urođena sposobnost usvajanja strukture materinskoga jezika; kognitivističkom prema kojemu dijete u skladu sa spoznajnim razvojem ovladava jezičnim znanjem; interakcionističkom koji navodi kako su za jezično-govorni razvoj djeteta potrebne međusobne interakcije između unutarnjih predispozicija s kojima se dijete rađa i okoline. U procesu dječjega ovladavanja jezikom, koji se odvija u kontekstu ukupnoga dječjega rasta i razvoja, djelatna su brojna područja djetetova razvoja, jezik se ne razvija odvojeno od intelekta, emocija, fizičkih i inih osobitosti djeteta. Stoga na nj treba gledati holistički, u kontekstu ukupnoga dječjega rasta i razvoja. Od najranije dobi primjereno je poticati dječji jezično-govorni razvoj. Osim roditelja i obitelji, u tom procesu važnu ulogu imaju i dječje odgojno-obrazovne ustanove, odnosno sami odgojitelji. Ovim se radom želi istaknuti važnost upravo odgojitelja, tj. njihove uloge da kao kompetentni i motivirani sudionici odgojno-obrazovnog sustava uspješno zadovoljavaju dječje potrebe i potiču cjelokupan dječji razvoj.
Abstract (english) A human being is born as a social being and children communicate with their surroundings even before they start to speak. Language and speech development is encouraged by encouraging communication so we can conclude that communication is the foundation of language and speech acquisition. Certain conditions need to be met for a normal language and speech development in children: biological development that implies the development of speech motor skills and auditory perception, cognitive or intellectual development, and social-emotional development that is influenced by the social environment. When we talk about language development, a process characterized by developmental patterns in expected periods is implied, but it also includes individual characteristics of each child. The process is divided into pre-linguistic or pre-verbal period that is marked by the child’s understanding of language and the linguistic or verbal period in which, with understanding, comes language production as well. Many experts in language and speech development are trying to explain the child’s mastery of language and speech and they all emphasize the importance of early pre-school age, no matter what theoretical model of language acquisition they adhere to. Behavioral, according to which a child acquires language structures by imitating speech patterns, using the trial and error method; generativist, in which a child has an innate ability to acquire the structure of their native language; cognitive, according to which a child acquires language in accordance with their cognitive development; interactionist, which claims that language and speech development requires interaction between the child’s innate predispositions and their environment. In the process of language acquisition, which happens in the context of the overall child growth and development, there are many active areas of the child’s development, since language doesn’t develop apart from the intellect, emotions, physical and other characteristics of the child. Therefore, it should be viewed holistically, in the context of the overall child growth and development. It is appropriate to encourage the child’s language and speech development from the earliest age. Besides parents and family, an important role in this process is held by children’s educational institutions and educators themselves. This thesis wants to emphasize the importance of educators themselves and their role, as competent and motivated participants in the educational system, to successfully satisfy the children’s needs and to encourage the overall child development.
Keywords
jezično-govorni razvoj
djeca
odgojitelj
Keywords (english)
language and speech development
children
preschool teacher
Language croatian URN:NBN urn:nbn:hr:147:339863 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-04-19 08:49:12
