1,720,957 research outputs found
The importance of didactic games for expanding the vocabulary of 3-4 year old children
No full textDarba “Didaktisko spēļu nozīme 3-4 gadus vecu bērnu vārdu krājuma paplašināšanai” autore ir Inga Savicka. Darba vadītāja- Mg. paed. Jana Buboviča. Pētījuma mērķis- teorētiski un praktiski izzināt didaktisko spēļu nozīmi 3-4 gadus veciem bērniem. Pētījuma uzdevumi: 1.Analizēt teorētisko literatūru par didaktiskajām spēlēm un bērnu vecumposma raksturojumu. 2.Izzināt, kādas ir didaktisko spēļu izmantošanas priekšrocības. 3.Teorētiski analizēt 3-4 gadus vecu bērnu valodas attīstību, izmantojot didaktiskās spēles. 4.Veikt praktisko pētījumu. 5.Apkopot pētījuma rezultātus un veikt secinājumus. Pētījuma hipotēze- didaktisko spēļu izmantošana 3-4 gadus veciem bērniem sekmē vārdu krājuma paplašināšanu: •ja tās ir atbilstošas bērnu vecumposmam un interesēm; •ja tās tiek izmantotas regulāri, īpaši valodas mācību jomā. Teorētiskajā daļā tiek pētīta valodas attīstība pirmsskolas vecuma bērniem, didaktisko spēļu nozīme bērnu runas attīstībā, 3-4 gadus vecu bērnu vārdu krājuma paplašināšanā, izmantojot didaktiskās spēles. Empīriskajā daļā apkopotas didaktiskās spēles, kuras tiek izmantotas pedagoģiskajā procesā, veikts iegūto rezultātu apkopojums. Darba nobeigumā ir secinājumi. Darba apjoms: 32 lpp., 6 attēli, 2 tabulas, 25 literatūras avoti, 8 pielikumi.The author of the work “The importance of didactic games for expanding the vocabulary of 3-4 year old children” is Inga Savicka. The scientific manager Mg.paed. Jana Buboviča. The aim of the research is to theoretically and practically find out the meaning of didactic games for 3- 4 year old children. Research tasks: 1.To analyze the theoretical literature on didactic games and characteristics of children’s age. 2.Find out what are the advantages of using didactic games. 3.Theoretically analyze the language development of 3-4 year old children using didactic games. 4.Conduct practical research. 5.Summarize the results of the research and draw conclusions. Research hypothesis -the use of didactic games for 3-4 year old children contributes to vocabulary expansion: •If they are appropriate for the children’s age and interests; •If they are used regularly, especially in the field of language learning. In the theoretical part, the language development of preschool children the importance of didactic games in the development of children’s speech the expansion of the vocabulary of 3-4 year old children using didactic games. In the empirical part the didactic games that are used in the pedagogical process are collected a summary of the obtained results is made. At the end of the work there are conclusions. Workload: 32 pages, 6 pictures, 2 tables, 25 literature and unit sources, 8 attachments
Children social skill improvement at early age by using playground at before school activities
No full textDarba nosaukums: jaunākā vecumposma bērnu sociālo prasmju sekmēšana rotaļnodarbībā pirmsskolā. Darba autors: Inga Savicka. Darba vadītāja: Dr.paed. Daiga Kalēja-Gasparoviča. Kvalifikācijas darbs ir strukturēts nodaļās. Sākumā ir ievads, tajā aprakstītas kvalifikācijas darba temata aktualitātes, mērķi, uzdevumi, pētījuma objekts, priekšmets, metodes, periods, bāze un darba struktūra. Kvalifikācijas darbs ir sagatavots uz 66 lapām. Kvalifikācijas darbā ir iekļautas 8 tabulas, 7 attēli un 12 pielikumi. Kvalifikācijas darbā ir izmantoti 35 literatūras avoti. Cilvēks ir sabiedriska būtne un līdz ar viņa nākšanu pasaulē, sākas socializēšanās process. Jaunākā vecumposma bērnu izaugsme un izglītība mūsdienās ir ļoti svarīga un sociālās prasmes veidojas sniedzot bērnam maksimāli daudz zināšanu šajā vecuma posmā, tādēļ tika izvelēts pētījuma temats. Pētījuma mērķis: teorētiski analizēt un praktiski pārbaudīt kā rotaļnodarbībā pirmsskolā sekmējamas jaunākā vecumposma bērnu sociālās prasmes. Pētījuma teorētiskā daļa balstās uz profesoru, psihologu, filozofu un pedagogu V.Romenkovas, M.Pļavnieces, D.Škuškovnikas, A.Šponas, I.Tiļļas, G.Svences, V.Golubinas, A.Vilciņas, I.Pūpolas, I.Smutovas, V.Hibneres, D.Dzinteres, I.Stangaines atziņām. Būtiskākais secinājums: jaunākā vecumposma bērnu sociālās prasmes tiek sekmētas, ja bērna darbošanās vēlme tiek virzīta rotaļnodarbībā, paralēli rotaļām bērns netieši mācās, svarīgi ir nodrošināt nepiespiestu, brīvu uz darbošanos un sadarbošanos orientētu mikroklimatu. Veidot emocionālu kontaktu ar bērnu, atbalstīt, iedrošināt un aktivizēt visas bērna maņas. Atslēgas vārdi: rotaļnodarbība, sociālās prasmes, personība.Title of the work: Children social skill improvement at early age by using playground at before school activities. Author of the work: Inga Savicka. Supervisor: Dr.paed. Daiga Kalēja-Gasparoviča. Qualification work is structured in chapters. In the beginning there is an introduction, it describes the topical issues of the qualification work, goals and tasks, subject of the study, methods, period, basis and the structure of the work. The qualification work consists of 66 pages. The qualification work includes 8 tables, 7 images and 12 attachments. There are 35 literature sources used in the qualification work. A person is a social being and the process of socialization begins with his/her birth. The younger age children's growth and education today is very important and social skills are formed by giving the child the maximum knowledge at this age, therefore the subject of the research was chosen. The purpose of the research: to theoretically analyse and to test in practice how the child's social skills of younger age children are promoted in the preschool play-lessons. The theoretical part of the research is based on acknowledgement of professors, psychologists, philosophers and pedagogues V.Romenkova, M.Pļavniece, D.Škuškovnika, A.Špona, I.Tiļļa, G.Svence, V.Golubina, A.Vilciņa, I.Pūpola, I.Smutova, V.Hibnere, D.Dzintere, and I.Stangaine. The main conclusion is that younger age children's social skills are promoted if the child’s desire to act is being encouraged through play-lessons. In addition to playing, the child indirectly learns. It is important to ensure an unconstrained, action and cooperation oriented microclimate as well as to create an emotional contact with the child, to support, to encourage and to activate all the child's senses. Keywords: play-lesson, social skills, personality
Social skills develope for older preschoolers in an integrated learning process in nature
No full textDarba autore: Inga Savicka Darba vadītāja: Dr. paed. Antra Randoha Bakalaura darba tēma: “Sociālo prasmju sekmēšana vecākā pirmsskolas vecuma bērniem integrētā mācību procesā dabā.” Kvalifikācijas darba apjoms: 50 lpp. Darbs sastāv no ievada, 2 nodaļām, 9 apakšnodaļām, 2 tabulām, 18 attēliem, secinājumiem, 1 pielikuma un 41 izmantotās literatūras un citiem avotiem. Darbā aprakstīts, kā sekmēt sociālo prasmju veidošanos pirmsskolas vecuma bērniem integrētā mācību procesā dabā. Ir pētīts, kā ikdienā dabā veicināt sociālās prasmes 5 un 6 gadus veciem bērniem. Atslēgas vārdi: pirmsskolēni, integrēts mācību process, sociālās prasmes, daba. Pētījuma priekšmets: integrēts mācību process dabā. Pētījuma mērķis: Noskaidrot sociālo prasmju attīstības nodrošināšanas iespējas, integrētā mācību procesā, pirmsskolas vecākā vecumposma bērniem dabā. Pētījuma hipotēze: Sociālās prasmes ir iespējams attīstīt integrētā mācību procesā dabā, ja: - pedagogs motivē bērnus sadarboties kopīgas ieceres īstenošanai, - rotaļnodarbības izstrādē pedagogs veicina sociālo prasmju pielietošanu dažādās aktivitātēs dabā. Pētījuma metodes: empīriskā metode – pedagoģiskais vērojums. Pētījuma objekts: arodslimības faktori un profilakse. Pētījuma bāze: Tukuma pirmsskolas izglītības iestāde „X”. Pētījumā piedalās 10 pirmsskolas vecākā vecumposma bērni. Darba izmantošana: pedagogiem, pedagoģijas studentiem.Author of the Work: Inga Savicka Adviser of the Work: Dr. paed. Antra Randoha Topic of the Bachelor Thesis: “Promoting of Social Skills for Senior Preschool-Age Children During Integrated Learning Process Provided in Nature.” Volume of the Qualification Work: 51 pages. The work consists of an Introduction, 2 Sections, 9 Sub-sections, 2 Charts, 18 Figures, Conclusions, 2 Appendix and 41 Bibliographic and other sources. The work outlines how to contribute to the development of social skills of preschool-age children in an integrated learning process provided in nature. The accomplished study has explored how to promote social skills for 5 and 6 years old children during their everyday activities in nature. Key words: preschoolers, integrated learning process, social skills, nature. Research Subject: Integrated learning process provided in nature. Aim of Research: To identify the possibilities of development of social skills in an integrate learning process for senior preschool-age children provided in nature. Raised Hypothesis: It is possible to develop social skills in an integrated learning process provided in nature, given that: - children are motivated by pedagogue to cooperate in order to implement a common project, - during the development of a play-activity, pedagogue is encouraging the usage of social skills throughout various activities in nature. Research Methods: Empirical method – pedagogical observation. Research Object:Factors and prevention of occupational diseases. Research Basis: Tukums “X” Preschool. Use of the Work: Pedagogues, pedagogical students
Encouragement of developing sensory abilities in early pre-school age children during pedagogical process
No full textDiscovering the Richness of English Intonation for Adult Language Learners
No full textLaika gaitā angļu valodas intonācijas mācīšanai tika atvēlēts salīdzinoši maz uzmanības valodas apguves procesā. Tomēr intonācija angļu valodā pilda tādas ievērojamas funkcijas kā domu, emociju, attieksmes un jēgas noteikšana. Pētījuma mērķis ir aprakstīt mācību metožu attīstību šajā valodas aspektā. Darbā tiek iztirzāta attiecīgā literatūra un piedāvātas praktiskas novērojumu un daļējā ekperimenta atziņas. Rezultāti parāda, ka angļu valodas intonācijas apguve ir nozīmīga un prasa ievērojamu laika un apzinātas mācīšanās daudzumu. Īpaši svarīga ir pieaugušo valodas apguvēju spēja uztvert un iztulkot intonācijas dažādās nokrāsas. Audio-vizuālie līdzekļi ir ļoti efektīvi, palīdzot gan pieaugušajam valodas apguvējam, gan skolotājam vissarežģītākajā posmā, t.i., mēģinot sadzirdēt un imitēt toņus.
Atslēgas vārdi: intonācija, pieaugušo mācīšanās, valodas apguve.Over time, English intonation teaching received relatively little attention in the process of language acquisition. Yet, the speech melody performs such notable functions as conveying thoughts, emotions, attitude, and meaning. The goal of the research is to describe the development of teaching methods in the field. The work reviews relevant theory and offers practical findings from the observations and the quasi-experiment. The results show the significance of English intonation acquisition, and that it requires much time and conscious study. Especially important is the adult learners’ ability to perceive and interpret the various shades of the speech melody. Audio-visual aids are very effective in assisting both the adult learner and the teacher in the most difficult stage, i.e., hearing and imitating tones.
Key words: intonation (speech melody), adult learning, language acquisition
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Use of ICT Teaching-Learning Methods make School Math Blossom
No full textAbstractOur society often talks that their kids at school are taught using old educational methods. It is boring for kids and they lose interest in learning. New generation of kids are different – more provocative, intuitive, sensitive, mental, in some cases more aggressive than previous generations. That is what parents and teachers now see.Therefore the aims of nowadays education demand to choose educational methods promoting active process of cognition that develop skills of learning, creative use of knowledge, skills of self-assessment, cooperation, indulgence to different points of view. Interactive educational methods help to realize those tasks and provide cooperation among teachers and students.Our pedagogical experience for 20 years in secondary school, regular observation of students in lessons and out-of-lessons activities, teaching teachers as well as continuous contact with students draw us to conclusion that students interest to lessons of Maths raises if the lessons are organized by using interactive methods and ICT tools. Those forms of work promote better understanding of theme because they go “through the student”, they are not pressed from outside.The research shows that technologies make learning environment alive and more attractive. We show the preferences of ICT methods in teaching math as well as show examples how interactive educational methods and ICT tools are used in teaching Maths in schools in Latvia and how they promote teaching Maths
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