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The role of the kindergarden teacher at the assimilation of non-Slovene speaking children

Jasmina Novak (2013) The role of the kindergarden teacher at the assimilation of non-Slovene speaking children. MSc thesis.

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    The role of the kindergarden teacher at the assimilation of non-Slovene speaking children is of vital importance, because the teacher presents a significant adult, who creates, organizes and forms the communication kindergarden network. The kindergarden more and more frequently includes Slovene and non-Slovene speaking children. The study involved one hundred of teachers from ten kindergardens from Dolenjska and Bela krajina. The basic research method is descriptive – casual nonexperimental. Teachers, involved in the study, were asked questions, which were substantially related to their experiances and know ledge with non Slovene speaking children with an emphasis on the acquisition of the Slovenian language. The teachers use various teaching methods and techniques to observe the non-Slovene speaking children on their way of acquiring Slovene. The process of language acquisition is based on individual level of each individual. Respondents most often reported that with the intention of promoting language acquisition they pay attention to children in the form of individual work. These children, including Roma children, children from ex-Yugoslav republics, children from European and non-European countries, are integrated into the Slovene educational system, kindergarten, where they face integration problems as well as understanding and acquiring Slovene language. The later problem is influenced by different aspects such as the child’s age, motivation, intellectual abilities, personal characteristics and the environment (teacher and peers). However, there are also other factors like socio-economic status of the family and the demographic position or the child’s mother tongue. The similarity between languages enables easier and faster understanding of the Slovene language, giving the children a feeling of safety, which presents the foundation of the child’s active social and language integration. It is proven that the success of learning a new language depends on the vicinity/similarity or the distance/diversity of the other language in comparison with the mother tongue. The clearer the child’s attitude towards mother tongue is and the more solid the subsystem of their first language is, easier it will be for them to acquire the second language (Čok, 1993:128). The activities the teacher plans and carries out with the intention of the child’s integrationare most frequently in the area of art, movement and mathematics. These activities combined with non-verbal communication successfully enable the integration of non-Slovene speaking children into kindergarten. Non-verbal communication leads to integration and understanding the language, which consequently transforms into verbal communication or using Slovene with non-Slovene speaking children.

    Item Type: Thesis (MSc thesis)
    Keywords: non-Slovene speaking children, the process of acquiring a second/foreign language, demographic and social position, mother tongue, the role of the kindergarten teacher
    Number of Pages: 152
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Darija SkubicMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9638985)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1466
    Date Deposited: 29 May 2013 14:25
    Last Modified: 29 May 2013 14:25
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1466

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