engleski

Systematic support of the mentor to the student in the research of the language development model in early child education

A child's language development begins at birth. With the first voice, the child is already interacting with the environment. Its development is further based on the influences of its micro and macro environment, which should have the task of legitimately encouraging and strengthening the child's actions in his development. The way this process will take place depends on several factors. The first basis in development is the family environment, which must be rich in terms of verbal communication and verbal responses and interaction with the child at birth. Furthermore, following the child's language development, competent professionals in early and preschool education should know exactly how to develop the child's language development, which contributes to a better understanding of the child's actions and helps to more easily express the child's thoughts and feelings. The paper consists of a theoretical part that provides insight into theories of language development, ie a historical overview of theories. Knowing that practice relies on theory and that theory is feasible in practice if well understood, the paper systematically upgrades the historical part of the theory, which is summarized and substantiated in the evaluation. The teaching part of the theoretical part describes the periods of language development of the child from birth to school. As family and institutional upbringing and education overlap in this part, it is important to emphasize the educational context as a basis for language development. It includes the spatial-material environment and the role of the educator in the environment. The participatory observation procedure was used in this study. During the research, notes from the group, ie pedagogical documentation, were used. The main purpose of the documentation was to better understand the child's learning, to observe the co-construction of knowledge and to plan scaffolding for the further learning process. The documentation included ethnographic records ; transcripts of conversations between children and children with an educator, children's artwork, children's graphic notes, symbolic representations, children's written works, photographs of children in activities through process documentation, observations of children in activities (expression of facial expressions, gestures.) guided by mentors and motivated student to find the best model of children's language development in early and preschool education

language development ; context ; models ; role of educators

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