Speech is a complex psychological process, that develops based on biological and psychological factors and social environment. Child’s speech development is often taken for granted, although it shouldn’t be. The abilities of speech and understanding a language are not given to us at birth. We have to earn them naturally or, if some issues appear, through long process. (Žnidarič, 1993).
One of the most important external factors, that make an impact on the way a child will speak and on his whole ability to speak, is the way adults speak around him. That is why a kindergarten teacher has to know her/his own style of communication very well. (Kranjc in Saksida, 2010).
Theoretical part of thesis covers everything on social categories of Slovenian language, detailed description of formal Slovenian language, spoken language and some forms of unformal Slovenian language. Next chapter is focused on the development of child’s speech based on his age. After that, there is a chapter about communication that includes aspects of transferring information and principles of informing. Last chapter covers the language in kindergarten as part of curriculum.
These next goals of the research are presented in the empirical part of thesis. Which category of Slovenian language is used by kindergarten teachers and their assistants and if there are differences between them. The research also discovers if teachers or children’s age has any effect on the use of a different language category. The goal of the research was also to find out what type of communication is most commonly used when kindergarten teachers are talking to parents and which type seems the most difficult for them (teachers) to use.
Presented results were gathered through a survey, that consisted of 1 combined question and 16 closed type questions. Results are converted to percentages are presented with diagrams and tables.
Results showed, that kindergarten teachers and their assistants are setting a good example to the children. Most of the teachers and assistants are mostly using spoken and formal Slovenian language. The unformal Slovenian language appears rarely. Age difference between teachers is a minor factor when it comes to the use of different language types. Results show that kindergarten teachers assistants more commonly use formal Slovenian language and more commonly in the 2nd age bracket. The formal Slovenian language is also used in the communication between parents and teachers, as the results have shown. Only a small percentage is using unformal Slovenian language. The most difficult type of communication, based on the research is a frontal public communication.
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