Santrauka:
Keičiantis vaikų gyvenimo patirčiai, pomėgiams, tradicijoms, keičiasi ir vaikų kūrybinių žaidimų scenarijai, jų turinys, o tuo pačiu ir kalbiniai gebėjimai. Šiame darbe analizuojama priešmokyklinio amžiaus vaikų komunikavimo ugdymas/sis per kūrybinius žaidimus. Atliktas kokybinis ir kiekybinis tyrimas atskleidė, kad pedagogų ir tėvų pažiūris yra teigiamas ugdant vaikų komunikavimo kompetencijąper kūrybinius žaidimus. jie yra pagrindas plėtojant vaikų kalbą, tačiau praktikoje, organizuodami ir įgyvendindami priešmokyklinio ugdymo turinį teorinių žinių netaiko. Dažniausiai priešmokyklinėse grupėse vyrauja organizuota arba spontaniška vaikų veikla, kurių metu taikomi praktiniai ir projektiniai metodai (būdai). Kūrybinis žaidimas, kaip būdas ar metodas taikomas labai retai.
Description:
Topic relevance /novelty. While changing children’s life experience, hobbies, traditions, scenarios of creative games, their content and language skills change as well. In recent years it is often reassured the importance of linguistic environment and good language skills gained at school. Language skills of the six year old children are meaningful in everyday life, as children having good language competence are able to communicate with others, to play, make friends, to create and learn. Issue: what is the influence of the creative games to pre-school aged children to develop the competence of communication. Subject Matter: development of communication skills (pre-school age children) through creative games. Aim: to reveal the opportunities of communication competence development (pre-school age children). Objectives: 1. Substantiate theoretically the opportunities to develop communication competence of the preschool age children. 2. To identify the attitude of educators and parents to the pre-school age children’s communication development through creative games. 3. By the basis of study results, to initiate, plan and implement the educational project at ,,X” preschool institution. Research methods: The analysis of the scientific literature, observation, interview (spoken and written forms). Data is examined applying quantitative and qualitative content analysis. Conclusions: Questioned all the educators and quizzed parents (in written form) it was ascertained that the attitude of the educators and parents is positive while developing the competence of communication through creative games. It is the basis to develop children’s language. In practice, however, while organizing and implementing the content of the pre-school education, theoretical knowledge is not used. Generally, in the pre-school age groups all activities are organized or spontaneous, when methods of project or practical activities are used. Creative games are used very seldom.
