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Continuity in Pre-school and Early School Age Children Linguistic Competences Development


Author: Mîsliţchi Valentina
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2012
Scientific adviser: Valentina Botnari
doctor, associate professor (docent), Institute of Education Sciences
Institution: Tiraspol State University
Scientific council: DH 30-13.00.01
Moldova State University

Status

The thesis was presented on the 16 December, 2011
Approved by NCAA on the 16 February, 2012

Abstract

Adobe PDF document0.63 Mb / in romanian

Keywords

continuity, continuity ensuring principles, competence, knowledge, skills, attitudes, language competences, communicative competences, phases of language competences development, kindergarten - school educational partnershi

Summary

Structure of the thesis. The thesis is divided into introduction, three chapters, conclusions and recommendations, bibliography (256 sources) and 12 appendices. The thesis comprises 160 pages of basic text, 25 figures, 8 tables.

Thesis-related publications. Research results are reflected in 14 scientific and methodological papers (6 articles published in collections and peer-reviewed magazines, 8 papers published in International Conferences Materials).

The field of study is the linguistic education of preschool and early school age children. The research is concerned with continuity accomplishment in late preschool and early school age children linguistic competences formation.

The purpose of the research is to elaborate the theoretical and methodological bases for achieving continuity in the development of preschool and early school age children language competences.

Research objectives: analyze the scientific State-of-the-Art in the continuity of preschool and early school age children language competences formation; ground epistemologically the concept of "continuity" in the development of children language competences; state the Methodological, Pedagogical, Psychological and Psycholinguistic criteria of preschool and early school age children language competences development from the perspective of continuity; state and elaborate the Pedagogical Model of continuity achievement in the development of preschool and early school age children language competences; validate experimentally the Pedagogical Model of continuity achievement in the development of preschool and early school age children language competences; process and interpret the experimental data and draw the conclusions.

Scientific novelty and originality of the work. The present work is original by the fact that it presents an approach to the phenomenon of continuity in the development of preschool and early school age children language competences, translated in a validated genuine model motivating educational interventions for a flexible juxtaposition of the general phases of competences formation and the special stages of linguistic competence assimilation by the subject, thus resulting into a progressive evolution of the competence: the empiric assimilation of the linguistic competence at a pre-school age, and its conscious assimilation and automation at an early school age.

The theoretical significance of the work lies in the elaboration of the concept of continuity in late preschool and early school age children linguistic competences formation; state the Philosophical, Physiological, Psychological, Psycholinguistic and Pedagogical approaches to continuity in preschool and early school age children language competences development; ground the Pedagogical Model of continuity achievement in the development of preschool and early school age children language competences.

The practical value of the work consists in the possibility to: optimize the process of late preschool and early school age children linguistic competences formation; transfer the experience of continuity accomplishment in children linguistic competences formation to other education steps; apply the Pedagogical Model of continuity accomplishment to the initial and continuous training of Pre-School and Primary Education teachers.

Implementation of research results was made in the preschool and primary educational institutions of Chisinau involved in the Pedagogical experiment, as well as through the research papers and articles. 8