StatusThe thesis was presented on the 16 April, 2019 at the meeting of the Scientific Council and now it is under consideration of the National Council.
Abstract– 0.75 Mb / in english
– 0.72 Mb / in romanian
5.71 Mb /
„The impact of the educational environment on the linguistic evolution of children from regular and logopedic preschool educational institutions”, Thesis in Pedagogical Sciences, Chisinau, 2019 Thesis structure: The paper consists of introduction, 3 chapters, general conclusions and recommendations, annotation (in Romanian, Russian and English), abbreviations, bibliography including 211 titles, 22 appendixes. The volume of the thesis consists of 150 basic text pages, 3 tables, 26 figures.
Publications on the thesis. The essence of the thesis was reflected in 9 scientific papers, 3 of which are in the collections of international scientific conferences, 2 in scientific journals of category C, 4 in scientific collections and journals of the Republic of Moldova and Israel.
Keywords: Educational environment, natural educational environment, preschool children, regular pre-school education institution, logopedic kindergarten institution, linguistic development, children with language impairments, literacy, mediated teaching, mediation for intent and reciprocity, constructivism, capacity building mediation, phonological awareness, perceptual preparation method, emergent literacy, writing, reading, literacy, partnership with parents and community. The field of study: Pre-school education focusing on the impact of the educational environment on literacy of children with language deficiencies and geared to their learning of reading and writing.
Research purpose is directed toward the theoretical substantiation and the experimental approval of educational environment impact of various educational institutions on the linguistic evolution of pre-school children with language impairments.
Research objectives: Identifying the potential of formal, informal and informal educational environments in the linguistic evolution of the developing personality. Characterization of the peculiarities of the linguistic evolution of preschool children, including the diagnosis of the level of linguistic development of pre-school children institutionalized in kindergarten and logopedic kindergartens. Ascertaining the existential educational experiences of ensuring the linguistic progression of children with language impairments in the context of natural and special educational environments. Elaboration and validation of the Pedagogical Model focused on the use of the natural educational environment in the correction of language impairments in preschoolers. Interpretation of experimental results, deduction of conclusions and practical recommendations.
The scientific novelty and originality of the research results is justified by concretizing the decisive role of the educational environment on the linguistic evolution of children with linguistic impairments and regular ones. By demonstrating the possibility of correcting language deficiencies in pre-school children in various environments, and by implementing the pedagogical model focused on the use of the natural educational environment in the correction of language deficiencies in preschool children. The pedagogical model created in the context of research has made it necessary to create an individualized program for children with language deficiencies - in both contexts (logopedic and regular kindergartens), with the support of parents and the community.
The important scientific problem solved in the thesis consists in identifying the optimal educational environment, which may facilitate linguistic development in pre-school children with language impairments.
The theoretical significance of the research lies in the epistemological foundation of the approach of capitalizing the educational environment in ensuring the linguistic evolution of children with language impairments. Developing a system of indicators for assessing the level of linguistic development and identifying language impairments in pre-school children. The foundation of the Pedagogical Model focused on the valorization of the natural educational environment in the correction of language impairments in preschool children. The determination of significant principles for directing the monitoring of children’s linguistic development in regular and special educational settings. The applicative value of the work consists in developing The Pedagogical Model focused on valorizing the natural educational environment in the correction of language impairments in preschool children. Elaborating, based on the Pedagogical Model, and validating the Experimental Program. Elaborating, based on experimental research results, recommendations for pre-school teachers regarding the advantages of the educational environment, both for children with language impairments and for regular ones. Providing contents for the subjects of continuing education courses for pre-school and primary education teachers from Israel and the Republic of Moldova.
Implementation of scientific results. The scientific results of the present research have been applied in the pre-school institutions involved in the experiment during the period 2012-2015. In the process of didactic-educational, activities carried out by the author of the study in programs and workshops for the continuous training of teachers from regular and logopedic kindergartens within the Human Leadership Center during 2014-2015 of Israel.
Under consideration  :