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Journal articles on the topic 'Communicative competence in children'
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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.
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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.
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 textAbstract:
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.
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.
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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.
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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 textAbstract:
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.
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����� 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.
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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.
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.
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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.
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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.
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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.
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.
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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.
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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.
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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.
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.
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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.
11
Kuznietsova, Oksana. "ESSENCE AND FEATURES OF THE CONCEPT “COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF SPEECH THERAPY GROUPS”." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 108–17. http://dx.doi.org/10.31499/2307-4906.3.2021.241750.
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The article investigates the essence of the concept of “communicative competence of the teacher of speech therapy groups” and defines its components. The content of the notions “competence”, “professional competence”, “communicative competence”, and “communicative competence of the teacher of the preschool institution of compensatory type” is revealed. The author defines the communicative competence of the future educator of speech therapy groups as a tool of correctional and pedagogical action. It is characterized by the unity of communicative skills, knowledge, skills, which include: speech culture, culture of verbal and non-verbal communication, emotional (intonation-expressive) culture, and ability to find speech and emotional contact with the child, using the intonation capabilities of speech, sound speech, taking into account the specific speech disorders of children, in order to solve correctional and developmental tasks during professional activities.The development of communicative competence of future educators of speech therapy groups in the process of professional training in a professional-pedagogical college involves implementing each of the above components in the process of purposeful work, taking into account the level of its formation. As it is shown in the article, a significant feature of the profession of a speech therapist is its belonging to the professions of “increased speech responsibility”, in which communicative competence is a prerequisite for professional competence.Therefore, at the present stage, the actual problem of pedagogical education in Ukraine is the formation of the professional competencies of the student – the future teacher.
Keywords: competence; professional competence; communicative competence; teachers of speech therapy groups; speech therapist; correctional work, children with speech disorder; preschool educational institutions of compensating type; pedagogical colleges.
12
Caban, Sandra. "Kształcenie kompetencji komunikacyjnej dziecka z zespołem Aspergera — raport z badań." Kształcenie Językowe 17 (October 1, 2019): 61–76. http://dx.doi.org/10.19195/1642-5782.17(27).5.
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Training the communicative competence of a child with Asperger’s syndrome — research reportThe aim of the article is to present the communication competence of a child with Asperger’s syndrome. In this study, the author notices differences in communication between healthy children and children with a total development disorder and the need to develop it. She indicates the difficulties in the correct development of communicative competence of the children with the disorder and suggests exercises influencing its formation.
13
Katkova, Irina, Olga Shokhova, and Angela Mottaeva. "Creating conditions for the sustainability of communicative competencies." BIO Web of Conferences 65 (2023): 10001. http://dx.doi.org/10.1051/bioconf/20236510001.
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The study is devoted to the psychological and pedagogical problems of the formation and stability of communicative competence necessary for the effective development of children with special educational needs, including severe multiple developmental disorders, the structure and features of the state of communicative competence are considered, the features leading to the inferiority of this competence are identified: the lack of formation of speech activity and its components that participate in communicative interaction between people, difficulties in determining the potential of communication skills in children with severe multiple disabilities, difficulties in determining the uniqueness of the personal and communicative development of children of the studied category at different stages of education, as well as conditions for the formation and stability of this phenomenon in children with severe multiple developmental disabilities receiving education in preschool and school periods. Among the main conditions for the stability of this phenomenon are the definition of an algorithm for the formation of communication skills in different types of activities; the presence of team communicative interaction of all subjects of the educational process. The continuity of the accompanying process is substantiated as the basis for the formation and further stable result of communicative competence in children with severe multiple developmental disorders.
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Aslamova, Farangiz Asliddinovna. "CERTAIN BARRIERS IN TEACHING LANGUAGE SKILLS." American Journal of Philological Sciences 3, no. 12 (December 1, 2023): 23–27. http://dx.doi.org/10.37547/ajps/volume03issue12-05.
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This article tries to explain various concepts of communication barriers and communicative competence of children with speech disorders. These concepts are binary in nature and pertain to the development of all aspects of communicative competence, including phonemic hearing, memory, attention, thinking, and perception in children with speech disorders.
15
Ostrovska, Kateryna, Igor Ostrovsky, and Khrystyna Saiko. "THE PECULIARITIES OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH AUTISM AND DYSARTRIA." PSYCHOLOGICAL JOURNAL 6, no. 11 (November 30, 2020): 18–25. http://dx.doi.org/10.31108/1.2020.6.11.2.
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The peculiarities of communicative competence of children with Autism Spectrum Disorders (ASD) and dysarthria are discussed. The performed literature review has revealed that almost half of children with ASD show violations of both expressive and impressive speech, and moreover, ambiguous results were obtained regarding existing correlations between speech disorders of children with ASD and children with dysarthria. This necessitated the study on the speech competence of these two children categories. The experiment was attended by 75 preschool children from 4 to 6 years old from Lviv: 25 children with ASD (20 boys and 5 girls), 25 children with dysarthria and 25 children with typical development. The following techniques were used: 1) the technique “Examination of children’s speech readiness for school” to determine children’s communicative competencies; 2) the method “Profile of a child’s social development” to determine their interaction with adults and peers. Basing on the study results, we have found out that only middle or low levels of communicative competencies were observed at preschool children with ASD and children with dysarthria. No children with high or sufficient levels of communicative competence were identified. In terms of communicative activities, there was a qualitative similarity between the two categories of children. However, the study results suggest a significant difference between them: children with ASD interact better with adults than children with dysarthria, while children with dysarthria interact better with peers than children with ASD. Based on the obtained results, a corrective care strategy for the studied children categories has been proposed.
16
KORDONETS, V. V., M. L. NAZARENKO, S. I. PAPKA, and P. K. MALIY. "PSYCHOLOGICAL AND PEDAGOGICAL PECULIARITIES OF THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (October 4, 2021): 75–81. http://dx.doi.org/10.31494/2412-9208-2021-1-2-75-81.
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The authors consider the development of communicative competence of children with special educational needs. Communicative competence includes the following components: psychophysical features of personality; social characteristics and status; cultural fund of the individual; language competence; pragmaticon of personality. Communicative competence is one of the key components of personality adaptations to the constantly changing conditions of the surrounding reality, which is of great importance in the mental development and in the process of social training of students. Focusing on the psychological and pedagogical features of teaching children with special educational needs, we can say that the level of development of communicative competence in the recognized category of children is low. Researchers emphasize that this category of students avoid communication. Speech contact is characterized by shortness and inferiority. This is due to the speed of testing social responsibility, the low level of vocabulary formation, which hinder the formation of utterances; misunderstanding of the interlocutor. Communication is the most important factor in the overall mental development of children, which plays a crucial role in enriching the content and structure of human consciousness. Through communication a person acquires all his higher cognitive abilities and qualities. With its help, people exchange information and transmit it for many years. Personality development largely depends on the social environment of man. Through interaction with people, a person, and in particular a child, satisfies his most important need - communication, improves mental and cognitive abilities and reaches a higher level in its development. With speech disorders in children there are difficulties in meeting and developing such needs. Establishing language communication is one of the main conditions for the full development of the child. Communication affects all the achievements of preschool age: the development of the cognitive sphere and the formation of the foundations of children's worldview; on the emergence of arbitrary behavior, the ability to act in accordance with the rules; on the formation of personal self-awareness. For children with special educational needs, learning to communicate is of great importance. If the child is able to express their desires, needs, ask for help and respond to the words of others, he will be able to enter society. Key words: communication, competence, inclusion, children with special educational needs, consciousness, educational process
17
Xiao, Tan. "Essence and Structure of the Formation of Communicative Competence of Students." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 225–37. http://dx.doi.org/10.31470/2415-3729-2018-8-225-237.
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The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities.
The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.
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Konovalova, Nadiia. "Experience of bilingual countries in the issue of mastering the minority language: effective borrowing into preschool pedagogy of Ukraine in order to form foreign language communicative competence in children of middle preschool age." ScienceRise: Pedagogical Education, no. 1 (58) (February 29, 2024): 46–55. http://dx.doi.org/10.15587/2519-4984.2024.298785.
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The article addresses the relevant topic for Ukraine of developing foreign language communicative competence in preschool and, specifically, middle preschool age. The research aims to analyze and summarize the experience of bilingual countries in the formation of communicative competence in minority languages, as well as to determine practical boundaries for its adoption in Ukrainian preschool pedagogy with the ultimate goal to develop effective methodologies for children of middle preschool age to acquire foreign language communicative competence. In the research process, theoretical methods, such as literature and documentation analysis, were used, along with a set of general theoretical methods: abstraction and concretization, analysis and synthesis, comparison, contrast, structuring, induction, and deduction. As a result of the research, the experience of forming language communicative competence in minority languages in countries, such as Finland, Canada, Malta, and Israel, was analyzed and summarized. The main effective methods for developing communicative competence in the language of minorities in children of middle preschool age were identified, including the method of total immersion, the method of partial immersion based on the principle of one educator - one language, and the method of partial immersion based on the principle of one educator - two languages.The widespread use of the translanguaging approach and language mixing in the process of forming communicative competence in minority languages in the context of bilingual countries has been identified. The main conditions, under which the formation of communicative competence in minority languages occurs in bilingual countries, have been summarized, a comparison with similar conditions for developing foreign language communicative competence in children of middle preschool age in Ukraine has been made.It has been identified that the main contextual difference in Ukraine is the extensive geographical distribution of a foreign language that influences children's understanding of its practical significance and the possibility of live communication with it. A conclusion has been drawn regarding the necessity of carefully transferring the experience of bilingual countries in using the translanguaging approach during the formation of foreign language communicative competence in Ukraine, since this caution is warranted because its application may result in a decrease in the motivation of children of middle preschool age to acquire a foreign language, given the possibility of achieving communication goals through their native language. The main assets of the studied bilingual countries that can be effectively borrowed by the preschool pedagogy of Ukraine in the process of developing methods for the formation of foreign language communicative competence in children of middle preschool age are highlighted, as a normative consolidation of the method of such formation, taking into account the greater effectiveness of early and total immersion in comparison with other forms of mastery of children of middle preschool age in a foreign language, managing groups of children with different levels of foreign language speaking competence and the practice of introducing children with an insignificant level of competence in a foreign language into groups with a higher level of foreign language communicative competence
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Ostapchuk, Nataliia, and Tetiana Havriusieva. "Meaning and Structure of Information and Communication Competence as a Subject Competence in Teaching Informatics in Primary School." Problems of Education, no. 2(99) (December 2, 2023): 180–98. http://dx.doi.org/10.52256/2710-3986.2-99.2023.12.
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The article analyzes the research of scientists and State regulatory documents on the concept of key information and communication competence. According to the conducted analysis, the information and communication competence of a primary school student involves mastering the basics of digital literacy; the ability to safely and ethically use information and communication technologies in education and life.
Information and communication competence belongs to the list of key competences. It is formed in an integrated educational process during the study of all educational branches. In the case of learning the computer science field, this competence is also subjective, because children learn the basics of information and computer literacy in studying.
The article presents the structure of information and communication competence as a subjective for primary school students. Components of information and communication competence are methodological competence, research competence, model competence, algorithmic competence, and technological competence.
The author found that there is a communicative component, which is provided in the learning outcomes of primary school students, but is not taken into the structure of information and communication competence. This component is communicative competence. Information and communication competence of a primary school student will acquire a complete structure when the sixth component - communicative competence - is included in its composition. This competence is interdisciplinary and closely intertwined with all components of information and communication competence.
During the study of informatics, digital communicative competence is most formed during the study of the content line «Information. Actions with information». It also constantly develops integratively during the study of all other content lines of the informatics educational field.
The author specified the structure of subject information and communication competence of primary school students and developed a model. This model contains the learning outcomes distribution of the informatics educational field according to the State Standard of Primary Education. It is graphically presented in the article.
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Danylchenko, Iryna. "THE PRINCIPLE OF INTEGRATION IN THE FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 27–35. http://dx.doi.org/10.31499/2307-4906.2.2021.236628.
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The article presents the possibilities of using the disciplines: “Speech Culture and Expressive Reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional purposes”, and “Preschool language didactic” in the process of forming communicative competence of future preschool teachers on the basis of integration.It is determined that the important component of professional competence of an educator is communicative competence because a graduate of a higher education institution must be fluent in the native language, be able to communicate, interact with children and adults, and be ready to develop the ability of children to speak Ukrainian in various communication situations.It is emphasized that the formation of communicative competence of the future educator of preschool education should be aimed at mastering basic and interdisciplinary knowledge, psychological and pedagogical, professional and methodological, special and creative skills, education of value orientations, motives of pedagogical activity, communicative culture of personality, ability to develop own creative potential in the field of language education of preschool children.In the process of professional training the task of forming communicative competence in future preschool education specialists is realized in the process of studying all disciplines, although the priorities, in our opinion, are the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional direction”, “Preschool language didactics”. Among the tasks that solve these disciplines, there are those that relate to the motivational, cognitive, activity, and reflective components of the communicative competence of the educator.The peculiarities of the formation of communicative competence in future specialists of preschool education during lectures and practical classes in the above disciplines on the basis of the principle of integration are revealed. A list of tasks of independent work in the disciplines “Ukrainian language for professional purposes” and “Preschool language didactics”, which provide integration of students' knowledge in the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop” in order to form communicative competence.The use of the principle of integration in the study of the above disciplines contributes to a comprehensive, high-quality and effective formation of communicative competence in future educators of preschool education institutions.
Keywords: competence, competence of the teacher, professional training of the future educator, communicative competence, communicative competence of the educator, integration, speech of the educator, language education of children.
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Pakhomova, Nataliia, and Inna Baranets. "EFFICIENCY OF THE METHODS OF FORMING COMMUNICATIVE COMPETENCE IN CHILDREN OF OLDER PRESCHOOL AGE WITH MOTOR ALALIA." Psychological and Pedagogical Problems of Modern School, no. 2(8) (October 27, 2022): 49–59. http://dx.doi.org/10.31499/2706-6258.2(8).2022.268053.
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The article substantiates the feasibility of using special psychological and pedagogical conditions in the process of forming communicative competence in older preschool children with motor alalia, which provide for the creation of an educational-corrective, speech-communicative space with the help of a specially organized communicative environment. The step-by-step (coordination-diagnostic, correction-motivational and reproductive-communicative) work on the formation of communicative competence in older preschool children with motor alalia is characterized based on the developed methodology, which made it necessary to conduct the formative stage of the experiment. The effectiveness of the author’s methodology, which contributed to the control of communicative and speech development of children, ensuring wide dynamic connections with the environment, and the continuity of the results of the process, was proven. Quantitative and qualitative indicators of the formation of communicative competence in older preschool children with motor alalia are highlighted. The indicators of the formation of communicative competence determine the levels (high, sufficient, average, low) of the formation of the structural components of communicative and speech activity: impressive-active, non-verbal-impressive, expressive-active, non-verbal-expressive, communicative-active, which are subordinate to the goals of forming communicative competence in children with motor alalia. The indicators indicate significant changes in the direction of improvement, which took place under the condition of an integrated approach to the planning of corrective speech tasks and a system of organizational-methodical and corrective speech therapy measures taking into account the components of speech and communicative competence in each speech therapy class. This confirms the effectiveness of the application of the method of forming communicative competence in children of older preschool age with motor alalia.
Keywords: communicative competence; communicative and speech development; psychological and pedagogical conditions; speech; diagnosis; efficiency of the technique; children with motor alalia; children of older preschool age.
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Perevorska, Olena І., and Iryna N. Kobzіeva. "FORMATION OF COMMUNICATIVE COMPETENCE AS A COMPONENT OF PREPARATION OF CHILDREN WITH SPEECH DISORDERS FOR SCHOOL EDUCATION." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 78–84. http://dx.doi.org/10.32342/2522-4115-2021-2-22-9.
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The problem of the effectiveness of the correctional work of students with children who have speech impairments before school education is investigated. Theoretical analysis of the problem has shown that speech and communication are the most important factors of personality formation, because in the process of communicating with the community the child experiences the world, gains experience, and learns knowledge. The basic component of preschool education requires the child to have a certain level of verbal proficiency, i.e. competence, The objective is to teach children different types of verbal competence from an early age so that by the end of preschool age the child has acquired the appropriate knowledge, skills and abilities needed to communicate. It was found that verbal competence is a system of practical knowledge about the sound, lexical, and grammatical sides of speech, which an individual must master in order to take part in acts of verbal communication. It was stated that the solution of the problem will be the implementation by the students of a correctional and developmental program aimed at the formation of speech and language competence as a component of readiness of children with speech impairments to school education. The students of Dnipro National University named after Oles Gonchar under our supervision conducted the research. The study of the level of formation of communicative competence of children with language disorders before school education was implemented. The research involved 32 preschool children: 16 children in the Experimental Group (EG), 16 children in the Control Group (CG). The results of the study allowed the students to conclude that the formation of communicative competence of children with verbal impairments to school education can be successful under the conditions of specially organized, systematized and regular lessons for the correctional and developmental program “Home to school”. The results obtained show the effectiveness of the students’ correctional work with children who have mental impairments before school.
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Belaya, N. A., and E. G. Rechitskaya. "FORMATION OF COMMUNICATIVE COMPETENCE PRESCHOOL CHILDREN WITH HEARING LOSS (PROBLEM STATEMENT)." EurasianUnionScientists 8, no. 4(73) (May 12, 2020): 8–11. http://dx.doi.org/10.31618/esu.2413-9335.2020.8.73.701.
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The article deals with the problem of formation of communicative competence in children with hearing impairment as the basis of their social and personal development. It is shown that a significant component of communicative competence is speech communication, which in turn is represented by such components as ideas about communication, communication skills, speech tools, natural gestures, and communicative qualities of the individual. The article reveals the developing possibilities of correctional and pedagogical work on the basis of an individually differentiated approach to the formation of speech communication in children with hearing disorders, taking into account the specifics of the violation, communication capabilities, as well as significant areas of communication of this category of preschoolers, related to age indicators, their interests, leading activities and life necessity
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Guralnick, Michael J., and Diane Paul-Brown. "Peer-Related Communicative Competence of Preschool Children." Journal of Speech, Language, and Hearing Research 32, no. 4 (December 1989): 930–43. http://dx.doi.org/10.1044/jshr.3204.930.
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The peer-related communicative interactions of nonhandicapped 3- and 4-year-old children as well as a group of 4-year-old mildly developmentally delayed children were investigated in a cross-sectional descriptive study. Adjustments of speakers to companions varying in terms of chronological age and developmental status were of interest, as were comparisons among the three groups. All three groups made adjustments in communicative functions (directives and information statements), interactive style (strong and joint directives), and communications involving affect (disagreements), but only to mildly delayed children. Adjustments to mildly delayed children were more closely related to interpersonal and social status factors than to children's developmental levels. The communicative interactions of mildly delayed children were highly similar to the developmentally matched nonhandicapped group on all measures except for a lower level of speech complexity. Significant differences between 3- and 4-year-old nonhandicapped children were obtained only for measures of speech complexity.
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Khafizova, Ksenia Aleksandrovna. "Features of forming communicative competence of senior preschool children." Interactive science, no. 6 (40) (June 21, 2019): 100–102. http://dx.doi.org/10.21661/r-497221.
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This article presents a theoretical analysis and the essential characteristics of the concepts «competence», «communicative competence». The author substantiates the need to create special pedagogical conditions for the successful formation of communicative competence in children of senior preschool age. The purpose and methods of studying the level of formation of communicative competence in 5–6 years old children, as well as the results of this study are presented.
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Mathinos, Debra A. "Communicative Competence of Children with Learning Disabilities." Journal of Learning Disabilities 21, no. 7 (August 1988): 437–43. http://dx.doi.org/10.1177/002221948802100709.
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Long, Siobhan. "Pushing the Outside of the Envelope: A study of communicative competence among children using augmentative communication and their partners." Journal of Clinical Speech and Language Studies 7, no. 1 (September 1, 1997): 43–71. http://dx.doi.org/10.3233/acs-1997-7106.
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Clinicians working in the field of augmentative and alternative communication require a theoretical framework to inform their therapeutic intervention. Such a model is vital if speech and language therapy is to be effective in facilitating individuals who are non-speaking to achieve their communicative potential. This study focused on: (1) the compensatory strategies which non-speaking children use in order to maximise their communicative effectiveness, and (2) the behaviour patterns favoured by their partners. Light’s (1989) model of communicative competence for individuals who use augmentative communication provides the theoretical framework for this study. Six children aged between 8.03yrs. and 12.10yrs. were videotaped interacting with a familiar communication partner in two contexts: general conversation (Context A) and communicating novel information (Context B). Results suggest that partner variables play a more significant role than Light’s original model suggested, although the child’s competence is also affected by the language made available to him/her. Theoretical and therapeutic implications are considered.
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Farmer, Marion. "Exploring the links between communication skills and social competence." Educational and Child Psychology 14, no. 3 (1997): 38–44. http://dx.doi.org/10.53841/bpsecp.1997.14.3.38.
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AbstractThis paper focuses on the development of communicative competence and its importance in facil-Hating the child’s social interaction and social acceptance. The relationship between social competence and communicative competence in normally developing children and in children with specific language impairment (SLI) is discussed and some results of a five-year longitudinal study of the social, educational and communicative development of eight children with SLI are reviewed. Significant variability between the children in this group in their levels of social competence appears to be related to their linguistic competence. However, social acceptance is also found to vary according to situation.
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Harasty, Jenny, Joan B. M. Rosenthal, Vicki A. Reed, and Alan Jones. "Communicative flexibility in children: Its effect on judgements of communicative competence and communication disorder." Clinical Linguistics & Phonetics 8, no. 2 (January 1994): 141–52. http://dx.doi.org/10.3109/02699209408985302.
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Chobanian, Anna, Oksana Boriak, Alla Kolyshkina, Olena Chebotariova, and Mariia Bodarieva. "Preschoolers with Intellectual Disabilities: Research in Communicative Competence." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 4 (December 21, 2022): 347–61. http://dx.doi.org/10.18662/brain/13.4/392.
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The formation of communicative competence as a leading component of speech activity of senior preschoolers with intellectual disabilities is a long-term, multi-stage process. In accordance with the objectives of the study, we have substantiated and identified the features of the criteria of communicative competence. Methods of comparison and systematization of research material are applied; deductive - for a systematic description of the phenomenon under study; systematization of the results of empirical research; empirical: diagnostic complex for the study of the formation of communicative competence; mathematical and statistical: Fisher's angular transformation criterion to establish the reliability of differences between the indicators of experimental groups. It was found that children with intellectual disabilities of older preschool age have a complete lack of communicative competence in general. Insufficient level of cognitive-motivational criterion revealed the predominance of zero level of communication skills, situationality of statements, prevalence of situational-business communication, which is characteristic of younger children with normal development, as well as a tendency to avoid problematic situations. There is a significant predominance of zero level of formation of the behavioral criterion, which is manifested in the lack of adequate ways of communication, the lack of communicative techniques, both the use of verbal and nonverbal means of communication. Lack of mastery of non-situational forms of communication is manifested in the lack of stable motives for communication with adults, reduced need for communication, low development of speech communication, lack of interest in contact, inability to navigate communication, predominance of protective reactions of avoidance and aggression.
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Blackstone, Sarah W., and David P. Wilkins. "Exploring the Importance of Emotional Competence in Children With Complex Communication Needs." Perspectives on Augmentative and Alternative Communication 18, no. 3 (September 2009): 78–87. http://dx.doi.org/10.1044/aac18.3.78.
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Abstract Research has shown that children with significant language impairments lag behind their typically developing peers in communicative and emotional competence. This article explores the importance of emotional competence in children with complex communication needs (CCN) and provides tools and strategies for individuals working with children with CCN.
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Kanča, Ilze, and Svetlana Usca. "DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN CHILDREN WITH INSUFFICIENT LANGUAGE DEVELOPMENT IN A PRE-SCHOOL EDUCATIONAL INSTITUTION." Education Reform: Education Content Research and Implementation Problems 1 (July 1, 2022): 6–17. http://dx.doi.org/10.17770/er2022.1.6802.
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Communicative competence in a pre-school education institution allows children to get to know each other and gives them the opportunity to learn about things and events that are happening around them. Communicative competence includes the linguistic, discourse, pragmatic, strategic and socio-cultural elements of language. Educators need to be able to find appropriate methods to develop communicative competence. The aim of the paper is to study theoretically how to promote the development of communicative competence in children with insufficient language development in a pre-school.Research method: analysis of scientific literature.The paper concludes that research is needed on the impact of the use of drama as a method on the development of communicative competence in pre-school children with insufficient language development.
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Khodjabekova, S. A. "INTERPRETATION OF THE STUDY OF FORMATION OF COMMUNICATIVE COMPETENCE." European International Journal of Multidisciplinary Research and Management Studies 02, no. 09 (September 1, 2022): 15–18. http://dx.doi.org/10.55640/eijmrms-02-09-04.
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Already in the first years of gaining independence by our republic, the education and upbringing of children became one of the priorities of the state policy in the field of education. In accordance with this, the issues of education and upbringing of children with special needs, the need for further improvement in this area are reflected in a number of laws and regulations. In the implementation of the requirements outlined in the documents, the task of developing communicative competence among preschoolers is of particular relevance.
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Моторина, И. В., and В. В. Манаенкова. "Communicative competence of older preschool children with speech impairments." Психолого-педагогический поиск, no. 4(68) (December 22, 2023): 181–93. http://dx.doi.org/10.37724/rsu.2023.68.4.021.
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В статье актуализирована проблема развития эффективной коммуникации дошкольников со сверстниками, заострившаяся из-за усиления влияния цифрового пространства в обществе, и изложены особенности коммуникативной компетентности старших дошкольников с нарушениями речи. Обоснована чрезвычайная востребованность комплексной психолого-педагогической поддержки детей с нарушениями речи, имеющих больше сложностей в овладении эффективной коммуникацией по сравнению с нормативно развивающимися детьми. Рассмотрены диагностические и коррекционно-развивающие аспекты работы психолога дошкольного учреждения, ориентированной на развитие у старших дошкольников коммуникативных умений, обеспечивающих их успешную адаптацию в коллективе сверстников и выступающих ресурсом психологического благополучия во временной перспективе. Представлены результаты исследования особенностей коммуникативной компетентности детей старшего дошкольного возраста с нарушениями речи в рамках четырехкомпонентной модели Н. Рудаковой и Л. Чернецкой. Подтверждена обобщенная гипотеза о том, что мотивационно-личностный, когнитивный, эмоциональный и поведенческий компоненты коммуникативной компетентности старших дошкольников с речевыми нарушениями имеют специфические особенности. Установлено, что дети с общим недоразвитием речи (3-й уровень) отстают от детей без нарушений речи по развитию мотивационно-личностного, эмоционального и поведенческого компонентов коммуникативной компетентности. Для детей с фонетико-фонематическим недоразвитием речихарактерны менее выраженные нарушения, однако они также отличны от показателей дошкольников с нормативным развитием. Дополнение имеющихся представлений об особенностях коммуникативной компетентности детей старшего дошкольного возраста с нарушениями речи представляет теоретическую значимость и новизну исследования, а структурированные описания специфичности коммуникативной компетентности дошкольников с общим недоразвитием речи (3-й уровень) и дошкольников с фонетико-фонематическим недоразвитием речи, обозначающие практическим психологам точные мишени для проведения более эффективной коррекционно-развивающей работы по достижению коммуникативной компетентности детей с нарушениями речи, его практическую ценность. Детальное рассмотрение вероятности влияния нарушений речи на развитие коммуникативной компетентности в старшем дошкольном возрасте, изучение коммуникативных умений дошкольников с заиканием могут стать перспективными направлениями дальнейших исследований. The article updates the issue of developing effective communication of preschoolers with their peers. The issue has become more acute due to the increasing influence of the digital space in society. The research outlines the features of the communicative competence of older preschoolers with speech impairments. We substantiate the necessity of comprehensive psychological and pedagogical support for children with speech impairments, as they have more difficulties in mastering effective communication compared to other children. The work of a preschool psychologist is considered, with its diagnostic, correctional and developmental aspects, focused on the development of communication skills in older preschoolers, ensuring their successful adaptation in a group of peers and acting as a resource of psychological well-being for the future. The results of the study of the characteristics of the communicative competence of children of preschool age with speech impairments are presented within the framework of the four-component model of N. Rudakova and L. Chernetskaya. The generalized hypothesis was confirmed that the motivational-personal, cognitive, emotional and behavioral components of the communicative competence of older preschoolers with speech disorders have specific features. It has been established that children with general speech impairments (level 3) lag behind other children in the development of motivational, personal, emotional and behavioral components of communicative competence. Children with phonetic-phonemic speech underdevelopment show less pronounced impairments, but they also differ from the indicators of preschool children with normal development. The theoretical significance and novelty of the study lies in expansion of existing ideas about the characteristics of the communicative competence of preschoolers with speech impairments, in structured descriptions of the peculiarities of the communicative competence of preschoolers with general speech underdevelopment (level 3), and preschoolers with phonetic-phonemic speech underdevelopment. The research possesses practical value, as it indicates precise tasks for practicing psychologists to deliver more effective correctional and developmental work in order to develop the communicative competence of children with speech impairments. Further research may involve more detailed consideration of speech disorders and their impact on the development of communicative competence in preschool age, the study of the communicative skills of preschoolers with stuttering may become promising areas for.
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Stebljuk, Svitlana, Yuliia Bondarenko, Kristina Torop, Nataliia Yarmola, Iryna Kuzava, and Dina Shulzhenko. "Formation of Communication Skills in Junior Schoolchildren with Intellectual Disabilities in the Conditions of Inclusive Education." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (December 20, 2021): 329–45. http://dx.doi.org/10.18662/brain/12.4/253.
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The article deals with pedagogical and psycho-correctional means of ensuring communicative interaction of junior schoolchildren with disabilities (with mild and moderate mental retardation) in the context of inclusive education. Specifics of development of cognitive, emotional, personal-motivational, communicative and behavioural components of communication of a unique personality of a junior schoolchild under correctional and developmental influence and in the conditions of inclusive education are analysed. The definition of communication skills of children with special educational needs has been clarified. Systematic - neuropedagogical, competence, personality-oriented and communicative-activity approaches to consideration of methodical tools for formation of communicative skills in junior schoolchildren taking into account their special needs and individual capabilities are applied. A model of formation of communicative-personal potential in children with intellectual disabilities and correction of their communicative individual-psychological properties has been developed. The program on formation of communicative competence and providing positive motivation for communicative interaction among students with intellectual disabilities, taking into account neuropsychological and pedagogical recommendations, is substantiated.
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Valcheva, Penka. "FORMATION OF SOFT SKILLS OF CHILDREN ET PRESCHOOL AGE THROUGH THE USE OF INNOVATIVE TECHNOLOGIES IN WORKING WITH CREATIVE STORYTELING." Knowledge International Journal 28, no. 3 (December 10, 2018): 939–43. http://dx.doi.org/10.35120/kij2803939p.
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The development of speech must be seen not only in the linguistic aspect (such as mastering the phonetic, lexical and grammatical habits of the child), but also in the area of communication skills (forming the child's skills to interact with peers and adults) that are important not only for the culture of speech, but also for the culture of communication. Communicative competence in pre-school age is therefore seen as the ability of children not only to form separate phrases but also to choose those that best reflect the necessary concrete behavior in individual speech situations and speech interaction because language as a means of communication it only makes sense in a given context. Namely the relationship between communication and socialization could lead to the formation of children of so-called soft skills. The child's ability to understand a specific speech situation in which he / she is placed allows him / her to actively master the language. In order to structure its narrative and select the correct means of expression, the child is placed in an imaginary speech situation, which largely directs his speech in the service of the specific communicative task and forms the basis of communicative competence. At preschool age, it covers the social context of language competency, that is, everything related to the situation in which the child communicates through language and by all means. The development of the communicative side of the creative storyteling at preschool age requires the development of such a system of speech tasks that stimulates both the creative imagination and the fulfillment of the communicative task set forth in the narrative process. This article focuses on the communicative side of verbal creativity by analyzing the ability of children to organize their own speech in accordance with a specific communicative purpose. It provides a tool for assessing the communicative focus of creative stories by analyzing the correspondence of the produced text with the theme, the preferred speech genre and the speech means that children use in their narrative.
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Kuznietsova, Oksana. "FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE EDUCATORS OF SPEECH THERAPISTS IN THE CONDITIONS OF PEDAGOGICAL COLLEGE: THEORETICAL ASPECT." Social work and social education, no. 2(7) (September 29, 2021): 211–25. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244656.
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The article analyzes the regulatory and legal documents that regulate the main components of the professional compliance of teachers and the applicants of professional preliminary education.
The works of Ukrainian and foreign scientists, which disclose general issues of the teacher’s professional competence development and factors of future teachers’ competencies developing in the system of higher education. Scientists’ detailed views on the teachers’ communicative competence developing in higher education.
The scientists’ views on the future educators’ communicative competence developing of preschool education institutions in higher education are investigated. Particular attention is focused on the communicative competence of future educators of speech therapists – one of the specialities, which requires communicative skills and high professionalism.
The issue of preschool teachers’ communicative competence has been covered by scientists in various aspects. At the same time, it should be noted that the issue of developing of communicative competence of future educators of speech therapy groups in pedagogical colleges has been insufficiently studied and requires thorough research.
After all, at the present stage, the learning of children with speech defects requires not only the use of special techniques in correctional and developmental work with them but also teachers’ high communicative competence, including educators of speech therapy groups.
The essence and characteristics of the concepts of communicative competence of educators of speech therapy groups need further study.
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KOLODYCH, O. В. "Communicative approach to the languages’ learning as a way of speech competence’s formation by children with speech and mental retardation." Higher Education of Ukraine in the Context of Integration to European Educational Space 88, no. (I) (November 30, 2021): 226–38. http://dx.doi.org/10.38014/osvita.2021.88.20.
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The article deals with the process language learning as a means of social interaction, which is the result of the society’s demand formation for the latest researches in the field of psychology, sociolinguistics, correctional psychology; revealed a number of important issues to the problem of children with special educational needs speech and mental retardation. Using of the term «communicative competence» in the methodology of people with special educational needs providing support is directly related to the focus on communicatively oriented language learning, with the transfer of emphasis from the forms of speech phenomena to their function. The complication of communicative approach to language learning concerning in the process of communication and it is extremely unpredictable, out of linguistic analysis. The process of speech competence isan extremely complex and multicomponent phenomenon, so its analysis is not possible within one science. The process of children with language and mental retardation communication skills’ adoption will be intense, as it requires the development of methodologically sound recommendations forasmuch the latest research in special psychology, correctional pedagogy, neurolinguistics, sociolinguistics and more. The formation of people with special educational needs’ speech competence in is aimed to the skills’ developing in practical use of language structures with their communicative functions in familiar communication situations. Thus, for successful communication, students with language and mental retardation must assimilate not only knowledges of philological nature, general concepts of language, language structures, but also be able to apply knowledges in practice, because in communication it is impossible to separate phonetics, vocabulary or grammar. The formation of children with language and mental retardation speech competence opens important prospects for the correctional and developmental process in educational institutions. In particular, consideration of the phenomena of language not only from the point of view of language structures, grammar, vocabulary, and also performance of a number of communicative functions. The formation of speech competence does not mean abandoning the study of grammar or vocabulary, but significantly expands the possibilities of traditional teaching methods based on knowledge and use of language structures and determines the choice of language material in accordance with the purpose and objectives of communication.
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Ivasyuk, Maria. "DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN 1ST GRADE STUDENTS BY MEANS OF EDUCATIONAL GAME." Mountain School of Ukrainian Carpaty, no. 23 (November 24, 2020): 133–37. http://dx.doi.org/10.15330/msuc.2020.23.133-137.
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In the article the problem of peculiarities of formation of communicative competence of first grade students with the help of educational games is analyzed. The initial level of formation of communication skills and abilities of schoolchildren is experimentally researched. The difference between the concepts of «communicative competence» and «language competence» is determined. The peculiarities are analyzed and the main ways of using games in the educationalprocess for developing primary school students’ communicative competence are determined.The influence of educational games on the level of formation of communicative competence is characterized. It is noted that communicative competence affects not only mastering the required amount of language and speech knowledge, but also the process of forming primary school students’ skills of practical use of language in speech and reflects their skills of communicating with others and ability to choose communication strategies and apply a set of relevant skills. The process of formation of communicative competence of 1st grade students involves mastering the skills and abilities of using means of verbal and nonverbal speech; development of dialogic and monologue speech; mastering the culture of oral and written speech and development of skills to navigate in a variety of communicative situations.It has been proved that educational games, because of repeated perception and reproduction of the material, provide strong memorization of lexical units and grammatical structures and influence motivated transfer and use in new gamequalities necessary for establishing contacts with peers.The pedagogical requirements for the use of didactic games during morning meetings and lessons in primary school are determined. In particular, it has been researched that games must correspond to age, individual characteristics and special educational and, in particular, language abilities; the form and content of the game must be substantiated pedagogically and didactically; it is obligatory to involve as many children as possible in the game and to use games in order to develop all kinds of speech activities.The article describes the author’s own pedagogical experience and provides guidelines for the use of educational games in the primary school educational process.
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Golota, N., and A. Karnaukhova. "The content and structure of training future educators for the formation of communicative competence in children of preschool age." Pedagogical education: theory and practice. Psychology. Pedagogy 2, no. 41 (2024): 65–70. http://dx.doi.org/10.28925/2311-2409.2024.419.
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The article substantiates the essence, peculiarities of the structure and content of the training of future educators for the formation of communicative competence in preschool children. The solution to this problem is facilitated by the educational component «Technologies for the development of children’s speech and familiarization with literature», which includes the following content modules: «Innovative technologies in preschool education», «Technological approach to the development of speech of children of early and preschool age», «Game and interactive technologies in speech and literary activities», «Technological approach in familiarizing preschool children with fiction» and «Technology of reflective approach to interaction with fiction text». The educational component is aimed at forming students’ general and professional competencies. The article presents the results of a mini-survey of students based on the results of studying each module; a diagnostic section of the formation of students' communicative competence was conducted, which necessitated the development of criteria, levels and their indicators. Interactive technologies for working with students are highlighted; creation of the necessary conditions for the formation of communicative competence; effective use of modern forms of educational interaction with all participants in the educational process
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Radoman, Vesna, and Gordana Nikolic. "The role of sign language in enhancement of communicating skills and academic achievement of hearing impaired children." Psihologija 46, no. 1 (2013): 77–91. http://dx.doi.org/10.2298/psi1301077r.
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Controverse about the effects which the Sign Language of deaf has on their communicative and educational achievement is the subject of actual research. For the first time the effects of Serbian Sign Language are investigated. The sample was made of 60 subjects. The subjects were children with severe hearing impairments - more than 80 dB - aged 8 to 12 years and divided into a control and an experimental group. Before the beginning, the experimental and the control group were made equal in terms of the degree of hearing loss, communication abilities, IQ, age, sex and school achievement, and after the experiment their communicative ability was retested by means of the Communication Competence Scale and their school achievement was compared. The research scheme applied in the study is an experiment with parallel groups. The experimental group participated in a communication workshop on a daily basis for five months and learned Serbian sign language through various tasks and games. No activities were carried out with the control group. The data were statistically interpreted by means of the repeated measures two-factor analysis of variance. The results confirm that learning and improving Serbian Sign Language has positive effects on the promotion of verbal competence (receptive and expressive), global communicative competence and school achievement. The study has also confirmed that the Communication Competence Scale is valid, reliable and discriminative.
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HOSTLER, SHARON L., JANET H. ALLAIRE, and RICHARD A. CHRISTOPH. "Childhood Sexual Abuse Reported by Facilitated Communication." Pediatrics 91, no. 6 (June 1, 1993): 1190–92. http://dx.doi.org/10.1542/peds.91.6.1190.
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Facilitated communication remains an unproven and controversial strategy for nonspeaking children with developmental disabilities. It is possible that the process may be influenced by the facilitator. The evaluation of alleged sexual abuse reported by FC must include a full psychosocial history, complete physical examination for evidence of abuse, and the assessment of the child's communicative competence. The demonstration of communicative competence requires a strategy similar to that utilized with Carla. The successful documentation of the child's communication of general information should precede the pursuit of specific abuse issues.
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Egorova, M. A., and A. A. Zarechnaya. "Features of Development of Socio-Communicative Competence in Primary Schoolchildren with Developmental Delays." Психологическая наука и образование 24, no. 3 (2019): 74–84. http://dx.doi.org/10.17759/pse.2019240307.
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The paper presents outcomes of a study on the features of social and communicative competence in joint activities in children aged 7—8 years with developmental delays.In our study, the children displayed reduced ability to negotiate, to distribute actions, to adhere to the plan, to resolve conflicts.We outline the principles of designing the educational environment for children with developmental delays within comprehensive schools in accordance with the specifics of the children’s socio-communicative competence and with a focus on the tasks set by the Federal State Education Standard of Primary Education for Students with Disabilities.Specially organised conditions as a system of specific measures ensuring the dynamics, integrity, technological effectiveness and productivity of socio-communicative competence development in children with developmental delays include the following: promoting development through a specially designed learning environment; arranging activities based on collaboration in pairs and small groups; monitoring, supporting and assessing communicative knowledge, skills and personal traits in children.
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Donnelly, Kenneth, and Nancy Creaghead. "Amplifying Pragmatics: A Decade Later." Journal of Clinical Speech and Language Studies 2, no. 1 (September 1, 1992): 30–49. http://dx.doi.org/10.3233/acs-1992-2105.
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Despite advances in technology and educational methods, it is obvious that for many hearing impaired adolescents, normal communication is not a reality. Clinicians who work with these childr.en are aware of their communication problems which extend beyond limitations in syntax, semantics and phonology. Hearing impaired children exhibit deficits in the full range of pragmatic communication behaviours. The communicative skills of these teenagers suggest the need for stressing communicative competence at the preschool and elementary-school levels. Developing these abilities requires the careful coordination of amplification and teaching strategies. These papers will present information regarding the integration of amplification and teaching techniques in order to help hearing impaired children develop pragmatic communication skills, including the full range of communicative functions, strategies for effective maintenance of conversations, clarification strategies, and social appropriateness. Attention will be given to bridging the gap from amplification systems and teaching methods in the classroom to personal hearing aid use and communication in the “real world”.
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DeThorne, Laura S., Julie A. Hengst, Hillary A. Valentino, and Stephanie A. Russell. "More Than Words: Examining Communicative Competence Through a Preschool-Age Child With Autism." Inclusion 3, no. 3 (September 1, 2015): 176–96. http://dx.doi.org/10.1352/2326-6988-3.3.176.
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Abstract Using a social-ecological framework, this case study examined communicative competence through classroom interactions involving Aaron, a preschool-age child with autism who utilized an augmentative and alternative communication device (AAC). In addition to Aaron, participants included Aaron's father, the school director, classroom teachers, a paraprofessional, and 17 of Aaron's preschool classmates. The present analyses relied on ethnographic data collected by Russell and Valentino (2013)—specifically, five observations of classroom activities involving Aaron, one of which was video recorded, and six semistructured interviews of adult participants. Our extended analyses included a categorical analysis focused on communicative offers to and from Aaron as recorded in observational field notes and a new situated discourse analysis of the video-recorded small group activity. Together results revealed three key components of communicative competence: (a) presumed competence, (b) flexible multimodality, and (c) synchronized repetition. Implications focus on how to conceptualize and support communicative competence for children who use AAC from a social-ecological framework.
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Falk, Julia S., and Susan H. Foster. "The Communicative Competence of Young Children: A Modular Approach." Language 68, no. 2 (June 1992): 426. http://dx.doi.org/10.2307/416967.
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Moreno Manso, Juan Manuel, and Ma Elena García-Baamonde Sánchez y Macaren. "Social adaptation and communicative competence in children in care." Children and Youth Services Review 31, no. 6 (June 2009): 642–48. http://dx.doi.org/10.1016/j.childyouth.2008.12.004.
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LIEBERMAN, AMY M. "Attention-getting skills of deaf children using American Sign Language in a preschool classroom." Applied Psycholinguistics 36, no. 4 (January 17, 2014): 855–73. http://dx.doi.org/10.1017/s0142716413000532.
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ABSTRACTVisual attention is a necessary prerequisite to successful communication in sign language. The current study investigated the development of attention-getting skills in deaf native-signing children during interactions with peers and teachers. Seven deaf children (aged 21–39 months) and five adults were videotaped during classroom activities for approximately 30 hr. Interactions were analyzed in depth to determine how children obtained and maintained attention. Contrary to previous reports, children were found to possess a high level of communicative competence from an early age. Analysis of peer interactions revealed that children used a range of behaviors to obtain attention with peers, including taps, waves, objects, and signs. Initiations were successful approximately 65% of the time. Children followed up failed initiation attempts by repeating the initiation, using a new initiation, or terminating the interaction. Older children engaged in longer and more complex interactions than younger children. Children's early exposure to and proficiency in American Sign Language is proposed as a likely mechanism that facilitated their communicative competence.
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Древняк, Лада. "ФОРМУВАННЯ МОВЛЕННЄВОЇ КОМПЕТЕНТНОСТІ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ В ПРОЦЕСІ КОМУНІКАТИВНОЇ ДІЯЛЬНОСТІ." European Science, sge16-04 (January 30, 2020): 124–31. http://dx.doi.org/10.30890/2709-2313.2023-16-04-008.
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The work focuses attention on the problem of modern preschool education, namely the formation of communicative competence of preschool children, and highlights the state of study of the problem. The content of the concepts communicative competence, speech
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Vyspinska, Nataliia. "DEVELOPMENT OF EMOTIONAL INTELLIGENCE AS A PREREQUISITE OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 73–78. http://dx.doi.org/10.24144/2524-0609.2020.48.73-78.
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Ukraine is undergoing a number of transformations, implementing reforms in various spheres, including education. According to the Concept of the New Ukrainian School, foreign language lessons should be focused on the formation of foreign language communicative competence in students, which in the future would enable everyone, including students with special educational needs, to interact effectively in today's global multinational space. Since foreign language learning starts in primary school, it is an essential stage for the sufficient and further development of communicative skills. Therefore, it is important that during this period the psycholinguistic foundations of foreign language communicative competence formation are laid. An important means of effective formation of foreign language communication is the development of emotional intelligence, which helps to respond appropriately to different situations, make new acquaintances, build friendships, and more. The aim of the article is to reveal the features of the development of emotional intelligence as a prerequisite for the formation of foreign language communicative competence in inclusive primary school classes for children with autism, as their number in Ukraine grows by 30 percent every year. The research is based on the methods of theoretical analysis and generalization of scientific data to identify the theoretical foundations of the problem. The psychological characteristics of children with autism have been analysed; the essence of the concept of «emotional intelligence» has been revealed, as well as the peculiarities of its development and its impact on the formation of English language communicative competence; examples of exercises that promote the development of emotional intelligence and the formation of communication skills in English lessons have been given.