Abstract
The article presents the authors’ model devoted to solving the problem of the negative impact of gadgets on various aspects of child development, including their speech competence. The authors define the preschoolers’ speech competence as a dynamic integral personal quality, manifested in the ability and willingness to successfully listen, perceive and reproduce information, be engaged in conversation, express personal opinions and points of view in the oral form in accordance with the age norm. The provided model consists of three interconnected blocks (modules): 1) pedagogical work with children, 2) interaction between the preschool institution staff and parents, and 3) measurement of the speech competence development. The pedagogical work with children implies a) the preschool institution’s responsibilities, and 2) parents’ responsibilities. The interaction between the preschool institution staff and parents starts with establishing continuous communication between the teachers and parents to provide information about gadgets use and its impact on children. Measurement of the competence development stipulates three levels of it (high, average, low) with general description of each.
Published Version
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