Relevant bibliographies by topics / Communicative competence in children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communicative competence in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Communicative competence in children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Communicative competence in children"

1

Zarechnaya, A. A. "Psychological Technologies of Communicative Competence Development in Children Aged 6-8 Years." Psychological-Educational Studies 9, no. 2 (2017): 38–47. http://dx.doi.org/10.17759/psyedu.2017090204.

Full text
Abstract:
The paper describes the data of a developmental research that involved group training aimed at developing key elements of communicative competence in early school-age children. Communicative competence reflects a child’s ability and readiness to be effective in communication with peers and adults and is comprised of three basic competencies corresponding with three aspects of communication (speech/linguistic, evaluative/reflective, and social/behavioural). It was experimentally proved that there is a positive correlation between the general level of communicative competence in children aged 6-8 y ears a nd t heir abilities to plan, coordinate efforts, organise and carry out interactions in pairs in the process of accomplishing mutual tasks. The authors argue that activities aimed at developing key communicative actions in children become the ground for communicative competence development.
APA, Harvard, Vancouver, ISO, and other styles
2

Kaźmierczak, Monika. "Strategie komunikacyjne minimalnie werbalnych dzieci rozpoczynających edukację przedszkolną." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 33 (June 15, 2021): 49–64. http://dx.doi.org/10.14746/ikps.2021.33.04.

Full text
Abstract:
In the so-called minimally verbal, a negligible degree of expressing communication behavior is diagnosed, which significantly reduces participation in interaction and reduces the effectiveness of communication. The minimal-verbal communication behaviors of preschool children in interaction are characterized by: sub-competence and transitional competence. With a shortage of linguistic resources, the child has specific communication behaviors, i.e. strategies that involve participation in interaction, the process of receiving and decoding meanings, and to a large extent the production and transmission of a message that is as understandable to the environment as possible. With limited language tools, children entering preschool education either withdraw from communicating or look for any possible means of interaction –both strategies can be observed in both natural and simulated pedagogical situations. The minimum verbosity of pre-school children does not exclude the possibility of interaction with other communication partners. The gradual transition from the level of sub-competency and transitional competence to a higher level requires early therapeutic and pedagogical activities, incentives to use achievement strategies more often, and to build bridges between communicative, linguistic and cultural competences. Without therapy, the strategies used may lead to fossilization, i.e. inhibit communication and the development of linguistic competence.
APA, Harvard, Vancouver, ISO, and other styles
3

Beisenbekovа, G. B., G. N. Manashova, S. M. Nurgalieva, and T. K. Orazbekova. "Formation of the communicative competence of preschoоl organizations tutor." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (March 29, 2022): 32–38. http://dx.doi.org/10.31489/2022ped1/32-38.

Full text
Abstract:
Nowadays, one of the acute problems is the communication of a tutor with parents and children. Communicative competence occupies an important place in a person’s life. The success of the work of a tutor, who is constantly in contact with children, parents and colleagues, depends on the ability to communicate. The leading role in communication belongs to the tutor since he is a professional and official representative of a preschool organization. In pedagogical practice, communication is an important factor in professional success. In this regard, the article analyzes the problems of the formation of the communicative competence of future educators in the conditions of modern education. The content of the topic is studied, comparing its broad meaning depending on the diversity and multiplicity of definitions of competence. Communicative competence is characterized as an integral quality that synthesizes the general culture and its specific manifestations in professional. Characterizing the essence of the communicative competence of a tutor, the directions providing their communicative qualities are revealed. The authors of the article consider it expedient to examine communicative competence as an integral part of professional competence and the culture of speech, the professional and pedagogical culture of a modern tutor. The success of pedagogical communication depends on the level of a communicative culture of the tutor. This article reveals the essence of the communicative competence of educators, communicative culture, communicative skills, and communicative abilities.
APA, Harvard, Vancouver, ISO, and other styles
4

Shuliak, Svitlana. "DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN OF OLDER PRESCHOOL AGE WITH SPECIAL EDUCATIONAL NEEDS." Psychological and Pedagogical Problems of Modern School, no. 1(9) (April 27, 2022): 121–27. http://dx.doi.org/10.31499/2706-6258.1(9).2023.279354.

Full text
Abstract:
The interest in communicative problems on the part of representatives of various scientific fields is largely explained by the fact that communication can be considered a necessary and general condition of human life and one of the fundamental foundations of society’s existence.The purpose of the article is to study the communicative competence of older preschool children with special educational needs.When communicating with children with special educational needs, the educator must take into account their communicative capabilities, that is, what form of communication the child is capable of, and then gradually complicate the content and means of communication. A competent approach to the formation of communicative competence of older preschool children with special educational needs involves the task of developing dialogue skills. An important task is the formation of children’s interest in the world of people, a conscious attitude towards themselves as individuals. Ways of communication, or communicative skills, are considered as actions by which the child expresses his attitude towards peers in the process of playing and at the same time influences them. Communicative competence of older preschoolers with special educational needs is the ability to establish and maintain relationships with others, as well as to combine knowledge, abilities and skills for quality communication. The development of communicative competence of children with special educational needs should be aimed at meeting the needs of a specific child, and, accordingly, create an educational environment.Further research will concern the study of social and emotional development of older preschool children with special educational needs. Keywords: communicative competence; older preschool age; special educational needs; competence approach; speech development; educational environment; coherent speech; communication.
APA, Harvard, Vancouver, ISO, and other styles
5

����� and Natalia Belaya. "Formation of Communicative Competence in Hard-of-Hearing Preschoolers." Standards and Monitoring in Education 2, no. 1 (February 17, 2014): 55–59. http://dx.doi.org/10.12737/2650.

Full text
Abstract:
In this paper a competence-based approach concept in a modern education system of the Russian Federation has been considered. Value of competences for pupils� identity full development as well for their successful socialization has been shown. The "communicative competence" concept essence content has been reveled. Requirements to results of preschool education in a context of children�s communicative development have been defined. A short analysis of problem related to communicative and speech development of normally developing children and disabled children, including those of hearing-impaired has been presented. The need of teacher�s purposeful correctional and developing activity is proved, stages (according to activity structure), purposes, and content of work on formation of communicative competence at hard of hearing children of advanced preschool age by means of communicative situations (communication situations) complex use have been described. A principle (linearly - concentric) of this complex creation as well as situations� selection criteria have been specified.
APA, Harvard, Vancouver, ISO, and other styles
6

Zarechnaya, A. A. "Features of Development of Communicative Competence in Children with Mental Retardation." Psychological-Educational Studies 10, no. 1 (2018): 32–41. http://dx.doi.org/10.17759/psyedu.2018100104.

Full text
Abstract:
The article presents the results of the study of communicative competence in children with mental retardation. Experimental data on the development of communicative competence in children with mental retardation are presented, a comparative analysis with the data of normally developing children is performed. The connection between types of communicative competence in preschool children with mental retardation, their ability to cooperate with their peers: to plan, coordinate and carry out joint actions to achieve a common goal is empirically revealed. It is proved that communicative competence as a regulatory mechanism of the program of joint activity in children with mental retardation is formed at a delayed pace and requires additional training in order to develop the ability to perform group tasks. Experimental data allow to develop a model of communicative competence formation in children with mental retardation on the basis of the development of the allocated communicative competences in the course of joint activity with a peer.
APA, Harvard, Vancouver, ISO, and other styles
7

Egorenko, T. A., and O. S. Bezrukavny. "Formation of Communicative Competence in Children Entering Elementary School." Psychological-Educational Studies 9, no. 2 (2017): 48–56. http://dx.doi.org/10.17759/psyedu.2017090205.

Full text
Abstract:
This article dwells upon the issues related to formation of meta-subject competencies’ communicative component in pupils during transfer to middle secondary school. The authors consider the approaches to notion “communicative competency” and specify its main components. The sensitivity of forming communicative competency in junior adolescence age is defined. The results of investigation into communicative competency is described. The article raises the question of the effect of psychological - pedagogical adaptation of students to the basic school on the formation of the communicative component metasubject competencies. The sample of 167 students from two educational complexes with intensive study of foreign languages Moscow. The conclusions are drawn about the need to implement a psychological and pedagogical program aimed at forming and developing communicative component of metasubject competencies at school.
APA, Harvard, Vancouver, ISO, and other styles
8

Voloshchenko, Nataliya, and Iryna Mordous. "AN INTEGRATIVE APPROACH TO THE ORGANIZATION OF A FOREIGN LANGUAGE ENVIRONMENT IN TERMS OF PRE-SCHOOL EDUCATION ESTABLISHMENTS." Educational Discourse: collection of scientific papers, no. 9(11-12) (December 27, 2018): 121–31. http://dx.doi.org/10.33930/ed.2018.5007.9(11-12)-11.

Full text
Abstract:
The initial stage of mastering a foreign language resembles the process of a native language formation, although there is a significant difference between them. It should be emphasized that the main engine that encourages a child to master the language is the vital need for communication, the need to solve communicative tasks, if necessary. So, all aspects of learning a foreign language should be subordinated to communicative goals. Communicative competence is integrated in its content and consists of three main types of competencies: speech, language, socio-cultural, which, in turn, also include a number of competencies. Integration of a foreign language into all types of children's activities ensures the implementation of communicative competence. Play activity allows you to implement a communicative approach in learning a foreign language at ease, through interpersonal activities of children. In the preschooler's productive activities, a foreign language becomes a means of expressing emotional experiences. In educational activities, the communicative approach implies both the assimilation of the rules and their practical usage, which occurs on the conscious and subconscious levels. The independent activities of children help to unlock the personal potential of children, is a means of socializing the child and helps to realize communicative speech competence.
APA, Harvard, Vancouver, ISO, and other styles
9

Danby, Susan. "The Communicative Competence of Young Children." Australasian Journal of Early Childhood 27, no. 3 (September 2002): 25–30. http://dx.doi.org/10.1177/183693910202700306.

Full text
Abstract:
This paper explores the verbal and non-verbal interactions of children in a preschool classroom. It analyses an episode in the block area to show the competent ways that some young boys use communication strategies to build their social worlds. Such understandings invite early childhood educators to reconsider young children's communicative competence and the ways they accomplish their social order.
APA, Harvard, Vancouver, ISO, and other styles
10

Komilova, Dilnozakhon Abdulkhaevna. "The Content of the Formation of Communicative Competence in Children of Preschool Age." International Journal of Multicultural and Multireligious Understanding 10, no. 5 (May 11, 2023): 149. http://dx.doi.org/10.18415/ijmmu.v10i5.4708.

Full text
Abstract:
The article substantiates the relevance of the formation of communicative competence in preschoolers, describes the factors and principles of the formation of communicative competence in children. Teachers are given pedagogical requirements and tasks for the formation of professional competence in children. In today’s era, when social relations and interpersonal communication have become “delicate”, it is important to form communication skills in preschool children, to teach them full–fledged communication skills as important members of society. Therefore, the need for communication in children’s adaptation to social life is urgent. This is related to the effective result of the activity and the process of interaction. One of the most necessary components for the effective communication of a child’s personality is the formation of communicative competence.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Communicative competence in children"

1

Comeau, Liane. "The communicative competence of young French-English bilingual children /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84497.

Full text
Abstract:
The communicative competence of bilingual children involves a large array of skills---they must not only acquire the full range of communication skills of monolinguals but also learn when, how and with whom to use each language. This dissertation features three studies on the communication skills of bilingual children (French-English bilinguals aged 2.5 and 3 years from the Montreal area). Studies 1 and 2 explored these children's ability to make appropriate language choices by studying their responsiveness to two types of cues: The first study investigated whether children's language choice is influenced by their interlocutor's code-mixing; the second study examined whether children change their language in response to their interlocutor's requests for clarification following the children's use of the inappropriate language. The children demonstrated that they were capable of making on-line adjustments in their language choice in response to both types of cues, thereby showing that sensitivity to cues for language change is part of bilingual children's communicative competence from a young age. Study 3 compared bilingual and monolingual children's responses to requests for clarification following breakdowns in communication due to problematic aspects of their utterances such as speaking too softly or mispronouncing words. The findings revealed no significant differences between the bilingual and monolingual children's responses and suggest that the acquisition of conversational repair skills is not influenced by the simultaneous acquisition of two languages. Together, these three studies contribute to the understanding of the skills underlying children's ability to make appropriate language choices and suggest that the unique demands of bilingual interpersonal communication do not interfere with the acquisition of more general communication skills.
APA, Harvard, Vancouver, ISO, and other styles
2

Leung, Po-ling. "Repair strategies used by Cantonese speaking children with hearing impairment." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209715.

Full text
Abstract:
Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
3

Borders-Simmons, Denise G. "Contextual variability and communicative competence : reference and cohesion strategies in narrative discourse by Black working-class children /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10604078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tsuji, Hiromi. "Developing a communicative mind : a longitudinal study of the development of communicative competence in Japanese children aged from 13-24 months." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020449/.

Full text
Abstract:
There are cultural variations in how young children learn to communicate with others. The development of Japanese children provides evidence of cultural variations and universal aspects in the way young communicative minds develop. Children's communicative competence during their second year was investigated in terms of the expression of communicative intents and joint attentional skills during dyadic interaction with caregivers. Ten children and their mothers interacting in two contexts were observed and video-recorded at monthly intervals. Systematic coding systems identified and coded communicative acts and joint attentional engagements. The analyses were based on the type of communicative acts and their frequencies as well as the total time spent in joint attentional episodes. With the increasing interpretability of children's speech, their communicative repertoire increased, albeit with individual variability in their developmental courses. The common developmental feature was an increase in the repertoire of linguistic expressions in the main communicative exchanges: directing attention, negotiation and discussion. There was also an expansion of conversational topics to non-present referents. Culturally specific communicative behaviours were found in the use of meta-conversational repertoires, both in children and mothers. There was a linear trend for increased time spent in joint attentional episodes. Early joint attentional episodes were dominated by routine play and/or gesture use, both of which involved an element of establishing interactional formats within the dyads. The mothers facilitated the interactions using a wide variety of communicative acts in the discussion domain. They also supported joint attentional engagement. Their interaction with the pre-verbal child showed a significant impact on the child's communicative repertoire in the later stages. Developmental routes to mastery of communication reflect cultural variations in the way people interact. Despite cultural variations, the fundamental process of language learning is that children's experience of early communicative exchanges leads to their accomplishment of "meeting of minds" (Bruner, 1995).
APA, Harvard, Vancouver, ISO, and other styles
5

Ruser, Tilla [Verfasser]. "Communicative Competence in parents of children with autism, Specific Language Impairment and Down Syndrome / Tilla Ruser." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2008. http://d-nb.info/1022911317/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Reynolds, Mary Ruth. "Re-visioning narrative competence: exploring kindergartners' collaborative story construction." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37760.

Full text
Abstract:
This qualitative study explored young children's narrative competence, i.e. sense of story (Martinez, Cheney, & Teale, 1993). It used a combination of videotaping and interviewing to examine multiple perspectives of spontaneous child-constructed stories in the context of classroom sociodramatic play. Previous research of children's narrative competence was limited to a nearly exclusive focus upon children's individual mastery of skills such as recall and comprehension of adult-selected or elicited stories (Guttman & Frederiksen, 1985; Pellegrini & Galda, 1982; Williamson & Silvern, 1991). This study utilized an alternative approach based upon Vygotskian theory (1967, 1978) to "re-vision" narrative competence as a collaborative social process. Social pretense has been called collaborative when it engages two or more children in complementary, i.e., cooperative, interactions (Howes, 1992; Roskos, 1988).
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
7

Smith, Ashlyn L. "Parental stress and its relation tp parental perceptions of communication following language intervention." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-134357/.

Full text
Abstract:
Thesis (M.A.)--Georgia State University, 2007.
Title from file title page. MaryAnn Romski, committee chair; Rose A. Sevcik, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (53 p. : ill.) : digital, PDF file. Description based on contents viewed Oct. 17, 2007. Includes bibliographical references (p. 48-53).
APA, Harvard, Vancouver, ISO, and other styles
8

Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Spaeder, Nancy Joan. "Adolescent communication strategies and patterns in a collaborative task : variations by gender /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p3025671.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

Full text
Abstract:
This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Communicative competence in children"

1

Educational Resources Information Center (U.S.), ed. A communication competency assessmemt framework: A literature review of communication competency and assessment. [Portland, OR]: Northwest Regional Educational Laboratory, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Barber, Kenneth E. Communicating with young children. [Pullman, Wash.]: Washington State University, Cooperative Extension, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Osmani, Vjosa. Kompetenca komunikuese e nxënësve në Kosovë. Prishtinë: Instituti Albanologjik - Prishtinë, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

ERIC Clearinghouse on Languages and Linguistics., ed. Thematic, communicative language teaching in the K-8 classroom. [Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Guidetti, Michèle, and Jean-Marc Colletta. Gesture and multimodal development. Amsterdam: John Benjamins Pub. Co., 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Eriksson, Brigit. Bildungsstandards im Bereich der gesprochenen Sprache: Eine Untersuchung in der 3., der 6. und der 9. Klasse. Tübingen: A. Francke, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kuszak, Kinga. Kompetencje komunikacyjne dzieci w okresie późnego dzieciństwa w aspekcie rozwojowym: Communication competence of children in their period of late childhood in developmental aspect. Poznań: Wydawnictwo Naukowe UAM, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lee, Galda, and Pellegrini Anthony D, eds. Play, language, and stories: The development of children's literate behavior. Norwood, N.J: Ablex Pub. Corp., 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Katē, Dēmētra. Glōssa kai epikoinōnia sto paidi. Athēna: Ekdoseis Odysseas, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Niesporek-Szamburska, Bernadeta. Wiedza o języku i kompetencje językowe uczniów. Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Communicative competence in children"

1

Milewski, Stanisław, Ewa Przebinda, Katarzyna Kaczorowska-Bray, and Mirosław Michalik. "Building Communicative Competence in People with Prelingual Speech Impairment Using the “Mówik” Speech Prosthesis." In Education of Children with Special Needs, 361–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_37.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pagliano, Paul J. "The Acquisition of Communicative Competence amongst Children with Speech and Language Impairment." In Oral Discourse and Education, 157–66. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lester, Jessica Nina. "Presuming Communicative Competence with Children with Autism: A Discourse Analysis of the Rhetoric of Communication Privilege." In The Palgrave Handbook of Child Mental Health, 441–58. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137428318_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

van Oers, Bert. "The Development of Mathematical Thinking in Young Children’s Play: The Role of Communicative Tools." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 1–12. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_1.

Full text
Abstract:
AbstractIn this article I will summarize some of the main findings over the past three decades of a research program on emergent mathematical thinking in young children. The program is based on a cultural-historical activity theory perspective (CHAT), and focused mainly on identifying the productive conditions that may promote mathematical thinking in young children (4–8 years old). After clarifying briefly the methodological starting points of the research program, and explaining some theory-based tenets, I will list a number of productive conditions (play format, schematizing, narrative competence and intertextuality) that empirically turned out to be positive in promoting meaningful mathematical thinking in young children, especially elaborating the importance of communicative tools that help children to exchange their meanings regarding mathematical objects (like number, numerosity, quantity, relations and changes).
APA, Harvard, Vancouver, ISO, and other styles
5

Strakšienė, Giedrė, and Dalia Baziukaitė. "Development of Children’s Communicative Competence using Case Method of Technology." In Technological Developments in Education and Automation, 253–58. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_47.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gałajda, Dagmara. "Communicative Competence." In Communicative Behaviour of a Language Learner, 19–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59333-3_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gumperz, John J. "Communicative Competence." In Sociolinguistics, 39–48. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25582-5_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Janicki, Karol. "Communicative Competence." In Language and Conflict, 131–52. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-38141-5_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bărbut¸ă, Alina, and Maria Roth. "Developing a Toolkit for Contributing to Digital Competence: A Review of Existing Resources." In Understanding The Everyday Digital Lives of Children and Young People, 467–502. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-46929-9_15.

Full text
Abstract:
AbstractThe variety and increased accessibility of digital technologies has accelerated and facilitated children and young people’s use of digital devices, but accelerated use can also lead to increased risk (Livingstone et al., 2017). Children and young people’s relationship with the digital world, their level of digital skills, and their opportunities to use devices and benefit from this use differ due to various issues and lead to inequalities related to access, literacy and engagement (Helsper, 2021). To reduce these inequalities and help support children and young people to navigate competently, safely, creatively and critically in the digital world, there is a need for strategies, policies, resources and guidelines to inform and support them. This chapter explores the results of a scoping review aimed at assessing guidelines and toolkits for supporting children and young people’s use of digital technology. The analysis reveals the existence of a large pool of resources available not only for children and young people but also for their parents and teachers. At the same time, the analysis shows a gap in toolkits supporting children and young people's communication with their parents and other adults.
APA, Harvard, Vancouver, ISO, and other styles
10

Harding, Luke, Susy Macqueen, and John Pill. "Assessing communicative competence." In Communicative Competence in a Second Language, 187–207. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003160779-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Communicative competence in children"

1

Pribylova, Natalya G. "Communicative Competence Of Foreign Language Teachers In Communication With Disabled Children." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.82.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bashirova, Rimma Ravilevna. "The question of forming communicative competence of initial school children." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kiseleva, Tatyana G., and Aleksandra E. Mataulina. "Peculiarities of communication skills formation in preschoolers with delayed mental development." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-171-179.

Full text
Abstract:
The article presents the results of a comparative study of communication features in children with delayed mental development and normotypical children. The research methodology is based on the approach of G.M. Andreeva, who distinguished three components in the structure of communication: perception, communication and interaction. Comparison with normotypic peers allowed the authors to highlight the necessary pedagogical conditions for the organization of an inclusive educational space, which ensure the formation of communicative competence of preschoolers with developmental disabilities. To conduct the study, the authors chose diagnostic techniques equally applicable in working with both normotypic children and children with developmental disabilities.
APA, Harvard, Vancouver, ISO, and other styles
4

Tuychieva, Inoyatkhon, Shokirjon Aripov, Durdona Madaminova, and Ruslan Mustaev. "Language and computer in the development of communicative competence of school children." In PROBLEMS IN THE TEXTILE AND LIGHT INDUSTRY IN THE CONTEXT OF INTEGRATION OF SCIENCE AND INDUSTRY AND WAYS TO SOLVE THEM: (PTLICISIWS-2022). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0149603.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Do Thi, Hien, and Thuy Nguyen Thi Thanh. "Socilaization through Sign Language for Deaf Children in Early School Years in Light of Communication Theory." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.7-2.

Full text
Abstract:
Like the impact of natural language on normal children, sign language plays an important role in the comprehensive development of deaf children. Deaf children also use sign language to think, communicate and socialize. So how do we teach deaf children sign language? Is teaching sign language to deaf children the same as teaching language for normal children? In this article, considering the situation of many deaf children in the first grade who have few language skills and limited communicative competence, we discuss the factors affecting language teaching in these environments. Furthermore, we propose games which may enhance their language skills, and to assist them to develop and improve the quality of life, and thus to integrate into larger society.
APA, Harvard, Vancouver, ISO, and other styles
6

Konieczna, Iwona, Barbara Marcinkowska, and Katarzyna Smolinska. "MODEL OF DIAGNOSIS AND SUPPORTING DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH ASPERGER SYNDROME." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0721.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Shevchenko, Yu V. "FEATURES OF THE FORMATION OF COMMUNICATIVE COMPONENT SOCIAL COMPETENCE IN CHILDREN OF YOUNGER SCHOOL AGE." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"RAPID APPLICATION DEVELOPMENT USING WEB TECHNOLOGIES - An Application to Communicative Competence Promotion of Children with ASD." In International Conference on Health Informatics. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003169105830586.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Yapparova, Venera, and Aliya Miftakhova. "DEVELOPMENT OF COMMUNICATIVE COMPETENCE AT THE LESSONS OF RUSSIAN AS A FOREIGN LANGUAGE IN PRE-SCHOOL CHILDREN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1629.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dutton, Nicola, and Suzanne Gough. "O17 The novel use of adapted LEGO®-based therapy to develop communicative competence in children who use augmentative and alternative communication (AAC) systems." In Abstracts of the Association for Simulated Practice in Healthcare 9th Annual Conference, 13th to 15th November 2018, Southport Theatre and Convention Centre, UK. The Association for Simulated Practice in Healthcare, 2018. http://dx.doi.org/10.1136/bmjstel-2018-aspihconf.15.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Communicative competence in children"

1

Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

Full text
Abstract:
The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
APA, Harvard, Vancouver, ISO, and other styles
2

Бакум, З. П., О. М. Горошкіна, and С. М. Хоцкіна. A System to Diagnose the Level of Future Mining Engineer Communicative Competence Development. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/417.

Full text
Abstract:
On the basis of the proposed diagnosing techniques the authors studied the state and determined the levels of future mining engineer communicative competence development at the initial stage of scientific prospecting.
APA, Harvard, Vancouver, ISO, and other styles
3

Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

Full text
Abstract:
The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
APA, Harvard, Vancouver, ISO, and other styles
4

Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

Full text
Abstract:
The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
APA, Harvard, Vancouver, ISO, and other styles
5

Chibirova, A. X., and E. R. Kochieva. Communicative competence as a pedagogical category of regulation of the psychological climate of the collective. DOI CODE, 2022. http://dx.doi.org/10.18411/doicode-2023.179.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kravtsov, Hennadiy M., and Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2456.

Full text
Abstract:
Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
APA, Harvard, Vancouver, ISO, and other styles
7

Kern, Kristen. Developing a test of communicative competence for English as a second language students at the college level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.694.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ilosvay, Kimberly. A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.233.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

Full text
Abstract:
The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
APA, Harvard, Vancouver, ISO, and other styles
10

Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3252.

Full text
Abstract:
This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Communicative competence in children' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography