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The Expressive Reading as an Opportunity for Improvement of the Preschool Children’s Speech

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• Volume 4,Issue 1, Jan. 2017

Year:

2017

Type of Publication:

Article

Keywords:

Children, Expressive Reading, Preschool, Skills

Authors:

• Gramatkovski, Biljana
• Kochoska, Jasminka
• Ristevska, Marija
• Sivakova, Dance

Journal:

IJIRES

Volume:

4

Number:

1

Pages:

99-104

Month:

January

ISSN:

2349-5219

BibTex:

@article{835, author = "Biljana Gramatkovski and Jasminka Kochoska and Marija Ristevska and Dance Sivakova", abstract = "There are differences in the speech development among the preschool children when coming to the preschool. There they are expected to actively participate, to collaborate, to conclude and the most important to response verbally according to the standards determined by the educator. When coming to kindergarten the child must understand ‘what is learned, how to speak and to work as well as what the educator expects. This task will be easier for the children with improved speech. The children actually should learn how to interpret the educator’s speech. They will be faced with traps starting from ‘misheard to misunderstood words, or totally misunderstood words spoken by the educator. From the above we can see the importance of the children’s speech, the importance of the educator’s role and what can be achieved by the creative dialogue between the educator and the child. This work deals with the interactive communication between the educator and the children in preschool, or more precisely in what way through expressive texts can be removed some obstacles in the speech of the preschool children within the framework of the educational work of mother language. ", issn = "23495219", journal = "IJIRES", keywords = "Children, Expressive Reading, Preschool, Skills", month = "Jan", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "1", pages = "99-104", title = "{T}he {E}xpressive {R}eading as an {O}pportunity for {I}mprovement of the {P}reschool {C}hildren’s {S}peec", volume = "4", year = "2017", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

There are differences in the speech development among the preschool children when coming to the preschool. There they are expected to actively participate, to collaborate, to conclude and the most important to response verbally according to the standards determined by the educator. When coming to kindergarten the child must understand ‘what is learned, how to speak and to work as well as what the educator expects. This task will be easier for the children with improved speech. The children actually should learn how to interpret the educator’s speech. They will be faced with traps starting from ‘misheard to misunderstood words, or totally misunderstood words spoken by the educator. From the above we can see the importance of the children’s speech, the importance of the educator’s role and what can be achieved by the creative dialogue between the educator and the child. This work deals with the interactive communication between the educator and the children in preschool, or more precisely in what way through expressive texts can be removed some obstacles in the speech of the preschool children within the framework of the educational work of mother language.

Full text: IJIRES_835_FINAL.pdf Online version [Bibtex]