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- Title
VERBÁLNA A NEVERBÁLNA KOMUNIKÁCIA V MATERSKEJ ŠKOLE.
- Authors
Makišová, Anna
- Abstract
Motivating children for the acquisition of communicative experiences and for active participation in the development of communicative skills is the role of the preschool teacher. All activities, both verbal and nonverbal, cannot be imposed but motivated. Within the scope of verbal communication with children of this age the dominant mode is the monologue of the preschool teacher. Her monologues are more frequent and longer, she addresses the whole group and then follows a dialogue with the children who are verbally more active and more communicative. At this age children do not use sentences as often as they use words. In most cases the communication process is initiated by the preschool teacher, who is an important factor in the development both of children's speech and of successful communication. In order for communication to be successful the preschool teacher must ask the right questions, establish a real dialogue and also include children who are less verbally active. The second type of communication found at the preschool age is nonverbal. This type of communication is not acquired only by the teacher but by children as well. Various means of nonverbal communication are found: facial expressions, movements of the hand and head, the gaze, etc.
- Subjects
NONVERBAL communication in education; ORAL communication; COMMUNICATIVE competence in children; PRESCHOOL education; MONOLOGUE; PRESCHOOL teachers; FACIAL expression; SPEECH &; gesture
- Publication
Annual Review of the Faculty of Philosophy / Godisnjak Filozofskog Fakulteta, 2010, Vol 35, Issue 2, p421
- ISSN
0374-0730
- Publication type
Article