| Abstract | S obzirom na to da su roditelji najvažnije osobe u djetetovom razvoju, u prvome poglavlju rada se objašnjava njihova uloga u razvoju jezika i govora i na koje načine ga oni potiču. Roditelji, odgojitelji i logopedi sa djecom rane i predškolske dobi najčešće koriste jezične igre kao pomoć kod razvoja govora. Oni nisu jedni koji utječu na razvoj govora već je tu prisutna i okolina djeteta koja se često mijenja i zbog toga ima tako veliku ulogu.
Nadalje, u drugome dijelu rada, spominje se govor i njegova dva razdoblja od kojih su to predverbalno koje se prema Posokhovoj (1999.) dijeli na četiri dijela i verbalno koje uključuje aktivan i pasivan rječnik. Rječnik djeteta razvija se i raste zajedno sa djetetom i upravo prema tome, u trećem poglavlju rada, navode se jezične igre koje imaju veliku ulogu u razvoju govora djece i proširenju njihovog rječnika. Kao primjer takvih navode se stimulativne igre koje potiču razvoj govora i sprječavaju odstupanja u govoru. Kod razvoja govora često dolazi do poremećaja i teškoća u govoru pa se prema tome u petom poglavlju navode one sa kojima se djeca najčešće susreću i zbog kojih se jezične igre primjenjuju.
Dok se prethodna poglavlja odnose na teorijski dio, u šestome poglavlju navedene su jezične igre i igre za razvoj fine motorike koje sam provela s djecom za vrijeme stručno – pedagoške prakse. Cilj provođenja jezičnih igara, u svrhu ovog rada, bio je najviše kako bi se vidjela zainteresiranost djece za njih. Provođenjem igara došlo se do zaključka da su djeca jako zainteresirana za njih. Unatoč tome što su pojedinci imali teškoće u govoru, sva djeca su uz poticaj odgojitelja i vršnjaka sudjelovala u igrama i rješavala zadane zadatke. |
| Abstract (english) | In view of that parents are the most important persons in child development, the first chapter explains their role in the development of language and speech and in what ways they encourage them. Parents, educators and speech terapist with pre-school age children use language games as speech development assistance. They are not the only one that influence on the development of speech, child`s environment is also precence, which often changes and therefore has such a big role.
Further, in the second part, the speech and its two periods are mentioned, which are pre-verbal, which according to Poskhova (1999) is divided into four parts and verbal which include an active and passive dictionary. The child`s vocabulary develops and grows together with the child, and accordingly, in the third chapter, language games play a major role in the development of children`s speech and the extension of their vocabulary. An example of this is stimulating games that encourage speech development and prevent speech surrender. In speech development, speech disorders and difficulties are often encountered and hence, in fifth chapter, the ones that children are most likely to encounter and why language games are being applied.
While the previous chapters relate to the theoretical oart, the sixth chapter lists the language games and games for the development of fine motor I have performed with children during professional pedagogical practice. The purpose of language games implementation for the purpose of this paper was to find onut the interest of children for them. By running games, it was concluded that children were very interested in them. Despite the fact that individuals had difficulties in speaking, all children, with the encouragement of educators or peers, participated in the games and solve the default tasks. |
