They say that the child comes to the world as a "blank slate" and anyone who gets in touch with a child can write something on this. A child then internalizes everything that is written and later shows this through his or her speech. What kind of language the child speaks also depends on the language of his or her parents, the environment and the educational institutions, including kindergarten. Kindergarten teacher are those who teach children the literary language through different activities as well. Therefore, in this paper I wanted to find out what is the opinion of kindergarten teacher about the use of the literary language in kindergarten in interaction with other professionals, with children and with parents.
In the theoretical part of my thesis, I presented the following topics: the language, the language in the Curriculum for kindergartens, the social position of the Slovenian language (native language, second language or language of the environment, foreign language, the national language, the official language, the language of the European Union, the language of learning, sign language and learning language), social categories of the Slovene language (literary and nonliterary genres), communication, principles of communication and communication in the team. In the empirical part of my thesis, I wanted to find out in which kindergarten, from Ljubljana or from Novo mesto, kindergarten teacher consider that they use the literary language more consistently and in which cases. I also wondered if they had enough knowledge to use the literary language in everyday communication and whether they were aware of any improper use of the literary language. I conducted the survey with a questionnaire with eleven claims, which were evaluated by the respondents on a 5-level Likert Scale.
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