The present Master's dissertation examines the development of communication, language and
speech in children with the emphasis on bilingual children. The focus of the research are
kindergartens in the provinces of Gorizia and Trieste with children coming from different language
backgrounds, i.e. Slovenian, Italian and mixed families, which presents a challenge for educators
who need to be acquainted with the child’s primary language environment to be able to successfully
interact with them. The theoretical part provides the basic definitions of communication, language,
speech and bilingualism, serving as the basis for a good work practice with bilingual children,
whereby it is essential to know the child's language environment in order to apply effective
communication strategies. It is through communication, language and speech that children get to
know the environment and become socially involved in kindergarten work. To this end, the role of
the educator, who is a model for children communication, language and speech, is key, which is
why it is essential they choose appropriate communication, use of language and speech. The
empirical part discusses the results obtained through a research questionnaire answered by the
teachers employed in the kindergartens of the Gorizia and Trieste area where the language of
instruction is Slovene. The questionnaire enabled us to explore communication, language and
speech used by educators with bilingual children entering kindergarten. The findings provide
important insight into the current situation, namely the speech, language and communication
methods that educators use in an area where two ethnically different communities live side by side.
As a result, we were able to identify potential negative aspects and develop guidelines for early
childhood educators in the area that are present at the end of the master’s thesis.
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