ASPECTS OF LANGUAGE KNOWLEDGE IN PRECHOOLERS

Year 2018, , 831 - 836, 10.01.2019

Rriollza Agollı Laura Agollı

https://doi.org/10.26809/joa.2018548695

Abstract

Language
development in the years of preschool education is the dimension of the
cognitive sphere. As the development of many particles, the language skills of
pre-school children have passed the trials by creating a stable language base.
Phonology, morphology, semantics, syntax and pragmatics of a language are
taught and embedded in a continuous interaction.

Using
in a correct way the grammatical and syntax language, the discovery of some
basic rules of grammar, the correct use of words with regular language skills,
indicates that the child is advancing in the use of language by norms, easily
passing the message to the listener.

The
intellectual advancement of the child is limited if he is unable to read. The
reading habits are attained using different methods, such as like: The method
of the alphabet; Syringe method; Method of speech; The phrase method; Sentence
method; The narrative method; The method of phonology. The expansion of
phonological and lexical inventories will have an impact on the child's future,
so it is important that he be helped to own the language and vocabulary
introduced through the books.

The
language has a social use that includes not only words as separate choices but
also the message to be sent. Consequently, when children hear a new word they
are first interested in discovering what this means in the mind of the speaker,
thus narrowing the possible meanings of the word used. The linguistic
development of the preschool is a very complicated and multifaceted process
through which the mind turns the spoken language into a concrete sense.

Keywords

Preschool child, language knowledge, reading skills, oral habits, phonology, lexical.

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