A variety of children form part of kindergarten groups and the role of kindergarten teachers is to support children in their wholesome development and help them progress in every area.
In this thesis, I am interested in how kindergarten teachers view their part in speech and language development of children whose mother tongue is not Slovene. I wanted to find out what are the theoretical guidelines and what are the guidelines in different kindergartens. I am interested to see, if in this area kindergarten teachers have to take a lot of self-initiative. In this thesis, I will research the methods teachers use to work with children, who do not speak Slovene yet and how they deal with different challenges.
In the theoretical part I described the basics of speech development, different factors which impact it and the concepts of learning second language. I researched the guidelines and official documents, that help kindergarten teachers with their work.
In the empirical part, a smaller qualitative research was carried out with the interview of three kindergarten teachers. The focus was on their experiences related to teaching children who do not speak Slovene. The acquired data helped explain the results of the quantitative research (survey). In the survey, a larger number of kindergarten teachers was analysed. The results showed their methods for working with children and their opinion on their role and other factors that contribute to speech development of the children whose mother tongue is not Slovene.
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