Communication and Language Development as Perceived Factors of Social Adaptation in Preschool Age
DOI:
https://doi.org/10.18662/rrem/17.4/1049Keywords:
language, environment, communication, kindergarten, activities, preschoolersAbstract
The study starts from the perspectives of communication development in preschool children and aims to highlight the teachers' opinions on the premises of organizing activities to develop children's communication in the kindergarten environment. The research aimed to examine the correlations between children's language and kindergarten environment, the specificity of communication between teachers and children and the identification of favoring or inhibiting factors that influence the development of communication skills in preschoolers. The survey was attended by 615 respondents from Romania, teachers for preschool education. The data were analyzed according to different variables by means of Mann-Whitney, Friedman, Wilcoxon, Cochran Q and McNemar tests. The results of the research show that in the opinion of the respondents the enrichment of the vocabulary of preschoolers has a more important role in the formation or consolidation of interpersonal relationships than factors related to gender, family environment, social environment, etc. The data suggest that both the verification of comprehension and the development of reflexive thinking through language and the consolidation of the correct use of vocabulary are less valued. Also, human factors are of greater importance than material ones in negatively influencing the development of communication in preschoolers. Respondents consider the lack of reading in the family as a major negative potential factor for the development of communication in preschoolers. In the end, the results are discussed and directions for the development of research are suggested.
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