Darbe analizuojami priešmokyklinio amžiaus vaikų kalbos ir ugdymo(si) ypatumai dvikalbystės sąlygomis. Teorinėje dalyje analizuojami priešmokyklinio amžiaus vaikų kalbos ypatumai, pateikiamos įvairios dvikalbystės apibrėžtys, rūšys, analizuojama jos įtaka vaiko raidai. / This paper analyses the peculiarities of preschool children language and lerning in bilingual environment. The theoretical part addresses the peculiarities of preschool children speech, while various definitions and types of bilingualism are also presented, in regards to its influence on child’s development.

After having worked within the preschool and it’s system for a number of years, we have often reflected over the fact that many educators tend to look at children with language difficulties in several different ways, and many of them being conflicting. Something that might contribute to this problem is the fact that the term itself, language difficulties, is defined differently between individuals, who in turn affects the way educators and preschools deal with the problem. The aim of this study is to create an understanding of the problems related to language difficulties, and how it is being dealt with within the preschool environment. To achieve this we have chosen to work within a qualitative research approach, alongside a discourse analysis. The selection of informants we have chosen consists of ten, qualified educators. Within this study we have collected a variety of descriptions for the term language difficulties, and how these in turn affect the way that children’s language, the typical and the atypical, is developed. As reference material we have chosen to use the paper Med blicken på barnet - Om olikheter inom förskolan som diskursiv praktik, by Palla (2011), and we stick to this theoretical approach throughout the study. Furthermore, we will try to explain the language development of children through developmental psychology and language theories. Through the analysis of the results found in this study, we conclude that the definition and construction of the term language difficulties, varies greatly, but are always seen as correct and true by the individual behind it. This in turn affects the way that educators deal with the children that are affected. In this study, two reoccurring aspects to this have been found, namely, the age of the child, and the responsibility held by the preschool. These aspects seem to be important in forming the image that educators have of the matter, and furthermore shape the way that they value and deal with it.

This study investigated the relationship between working memory and language in typically developing young children. The aim was to gain a better understanding of language development, in particular, the involvement of visual and verbal short-term memory in language acquisition and its influence on vocabulary size. It explored possible underlying causes of why some children have problems in the process of learning to talk, whereas other children acquire language easily. A total of 51 New Zealand English speaking children aged two to five completed a battery of assessments measuring receptive and expressive vocabulary and visual and verbal short-term memory. The standardized tests administered included the Receptive One Word Picture Vocabulary Test (Brownell, 2000b), the Expressive One Word Picture Vocabulary Test (Brownell, 2000a), the Visual Patterns Test (Stokes, Klee, Cruickshank, & Pleass, 2009), and the Test of Early Nonword Repetition (Stokes & Klee, 2009a). Receptive vocabulary knowledge was strongly associated with visual (r = .75) and verbal (r = .60) short-term memory performance and age (r = .72). The relationship of expressive vocabulary to visual short-term memory (r = .80) was stronger than to verbal short-term memory (r = .62) but significant for both and also for age (r= .83). Significant unique predictors for expressive vocabulary were age (R2 change = .60) as well as visual (R2 change = .04) and verbal (R2 change = .04) short-term memory. However, age appeared to be the only unique predictor for receptive vocabulary (R2 change = .54). In addition, the findings suggested that visual and verbal short-term memory increases as children get older. Hence, the Visual Patterns Test and Test of Early Nonword Repetition seem to be good predictors, over and above age, of expressive vocabulary knowledge.

The purpose of this study is to see how preschool teachers can support multilingual children and promote their development in their first languages. It was chosen to look at a specific municipality to see how the preschool teachers there work with multilingual children. By using the method of structured interviews, it was learnt that they do, in fact, work actively with multilingual children. The preschool teachers interviewed received the same questions in order to make the answers as comparable and measurable as possible. The results seem to indicate that more resources are needed to fulfil the needs of children with another first language than Swedish. The representatives of the municipality have chosen to concentrate on the two foreign languages that are the most common among the multilingual children in the municipality, viz. Arabic and Somali. Children who have other first language receive no formal training in their first language in preschool. One reason for the modest number of first-language teachers in the municipality – one in Arabic and one in Somali – is the fact that it is hard to find and recruit qualified first-language teachers. / Syftet med denna undersökning är att se hur några pedagoger på förskolan kan stötta flerspråkiga barn och främja deras språkutveckling i modersmålet. En kommun valdes ut för att se hur de arbetar med flerspråkiga barn. Genom att använda metoden strukturerade intervjuer framkom att pedagogerna faktiskt arbetar aktivt med de flerspråkiga barnen. Resultaten verkar tyda på att det skulle behövas mer resurser för att tillgodose behoven hos de barn som har ett annat förstaspråk än svenska. Kommunens representanter har valt att koncentrera sig på de två språk som är vanligast bland kommunens flerspråkiga barn, nämligen arabiska och somaliska. Barn med andra förstaspråk får ingen formell undervisning i sina förstaspråk i förskolan. En anledning till det blygsamma antalet modersmålslärare i kommunen – en i arabiska och en i somaliska – är det faktum att det är svårt att hitta och rekrytera kvalificerade modersmålslärare.

Flera forskare menar att grunden för läsinlärning börjar så fort små barn hör ramsor, sånger och människor prata. Inom förskoleverksamheten är högläsning en vanligt förekommande aktivitet. Läser man högt för barn redan från en tidig ålder kan det resultera i att barnen tidigt utvecklar sin talförmåga. Under högläsningen kan också barnen ta lärdom av nya ord och påbörjar processen av att lära sig läsa. Högläsning kan också lära barn andra saker, t.ex. hur rösten förändras när man uttrycker känslor. Studier har visat att genom samtal och lek i samband med högläsning stimuleras barnens tankeförmåga då de blir delaktiga i en lärprocess. Föreliggande studie genomfördes med hjälp av två fokusgrupper bestående av pedagoger från förskoleverksamhet. Resultatet visar att pedagoger i förskoleverksamhet medvetet arbetar med högläsning för att stimulera barns språkutveckling. Pedagogerna framhöll att de upplever svårigheter med högläsning, t.ex. avbrott under tiden de läser, annat arbete som tar tid ifrån verksamheten samt för många barn samtidigt som de skall läsa för. Trots svårigheterna som finns läser pedagogerna högt för barnen i verksamheten flera gånger om dagen. De uttryckte att barnen då får en lugn stund där de kan slappna av och vila sig från den annars fartfyllda och högljudda verksamheten. Tillsammans med barnen utforskar pedagogerna böckernas värld och erövrar nya kunskaper i samspelet dem emellan. / Several scientists agree that a base for literacy learning forms as soon as small children hear verses, songs and conversations. Reading aloud is a common occurrence in preschool activities and can result in early development of speech at a young age. Children will learn new words and begin the process of learning how to read. Reading aloud can also teach the children other things for example how the voice changes when someone expresses emotions. Studies have shown that through conversation and play during the process of reading aloud stimulates children’s thinking ability as they take part in a teaching process. This study is conducted with a help of two focus groups which consists of educationalists from preschool activities. The result from this study shows that the educationalists deliberately work with reading aloud to stimulate children’s language development. The educationalists expressed that they experience some difficulties with reading aloud. For example interruptions during the reading, other tasks that takes time away from the activity as well as a too large group of children at the same time. Despite the difficulties the educationalists read aloud to the children in their care several times a day. They expressed that this is a chance for a quiet time when the children can relax and rest from the otherwise loud and busy day. Together with the children the educationalists explore the world of books and conquer new knowledge.

Syftet med denna studie är att undersöka hur Karlstadmodellen och TAKK (Tecken somAlternativ och Kompletterande Kommunikation) kan användas i förskoleverksamheten för attfrämja hela barngruppens språkutveckling.De metoder som har används för att undersöka och svara på frågeställningen är intervju ochenkätundersökning. Det gjordes tre olika intervjuer. En med en mamma till ett barn demDowns syndrom och som även är certifierad handledare i Karlstadmodellen. En med enbarnskötare som arbetat med ett barns språkutveckling med hjälp av Karlstadmodellen. Ochden tredje intervjun gjordes med tre sjuksköterskor på Barnavårdscentralen.Enkätundersökningen skickades ut till 16 förskolor och 14 svarade. Detta genererade i 56besvarade enkäter. På så vis blir det totala bortfallet 13 obesvarade enkäter.I resultatet framkom det att man i Karlstadmodellen och TAKK arbetar med ett nätverk kringdet barn som är i behov av stöd. Detta är troligen något som skulle vara svårt att applicera påen hel barngrupp. Däremot finns det modeller likande TAKK som är anpassade för barngrupp.Respondenterna från två av intervjuerna anser att man skulle kunna använda sig utav vissalekar från Karlstadmodellen till hela barngruppen. / The purpose with this study is to examine how The Karlstad model and Signs and AlternativeCommunication can be used in preschool to help the whole group of children with theirlanguage development.The methods that have been used to examine and answer all the questions is interviews andquestionnaire. There were three different interviews made. The first interview was with amother to a child with Down syndrome, who is also a certified mentor in the Karlstad model.The next person to be interviewed was a caretaker of children who works with children’slanguage development with help from the Karlstad model. And the third interviewed wasmade with three nurses at the children’s care center.The questionnaire was sent to 16 preschools and 14 of them replied. This generated in 56answered questionnaires.The result shows that those who use The Karlstad model and Signs and AlternativeCommunication work with a network around the child in need of support. This is probablysomething that would be hard to work with in a group of children in preschool. But there ismodels like Signs and Alternative Communication who is adjusted for child groups. Therespondents from two of the interviews consider that some games from the Karlstad modelcan be used for a whole group of children.

The purpose with this study has been to get a previous knowledge about how pre-school teachers look at the impact of the picture book for children and their language development and participation at the age of three to five years. The study was carried through inquiries at a pre-school in a west Swedish urban district. The study proceed from the sociocultural theory which means that children learn by teamwork with other more experienced individuals. The result shows that the pre-school teachers consciously let the interest of the children guide the choice of books. At the same time they push for the meaning of conversation with the children. The pre-school teachers prefers to work with a smaller group in picture book readings to stimulate language weak children and make them participant more. The children can look for and count things in the pictures, and the adults got a bigger focus on the talking child. Picture books are also meaningful in a theme at the pre-school. In the literature language is power and the children dare to take place, and that makes them participate in the pedagogical activity which takes place at the pre-school.

Syftet med denna undersökning är att undersöka och belysa pedagogers syn på rörelseaktiviteters betydelse för barnens språkutveckling. Jag vill också få kunskap om man arbetar på olika sätt med rörelseaktiviteter och språkutveckling när det gäller barnens ålder.Jag har använt mig av intervjuer som verktyg för att uppnå syftet med min undersökning. När jag formulerade mina intervjufrågor utgick jag från min frågeställning. Jag valde att genomföra intervjuerna via mail. Jag har intervjuat 5 pedagoger. Pedagogerna bor i olika kommuner i Mellansverige och är kvinnor i blandade åldrar. De har arbetat olika länge och med barn inom förskolan.Flera pedagoger nämner att språket är en ständigt pågående och utvecklande process. Denna process startar redan när man som spädbarn börjar jollra. Processen fortsätter och leds framåt med hjälp av både vardagliga diskussioner och att aktivt arbete med estetiskt lärande. Språkutveckling handlar inte enbart om det talande språket utan också om kroppsspråket då detta är viktigt för att förstärka och förtydliga ord och meningar, kroppen förstärker den inre förståelsen. Pedagogerna anser att den motoriska utvecklingen främjar barns språkutveckling genom exempelvis leken. För att främja denna utveckling kan man som pedagog arbeta med de estetiska ämnena. Som pedagog är man en förebild och en inspirationskälla till barnen i förskolan. / The purpose of this study is to explore and illuminate teacher´s views on movement influence their children's language development. I also want to gain knowledge of working in different ways with physical activities and language development when it comes to children's ageI have used the interviews as tools to achieve the object of my inquiry. When I formulated my interview questions, I assumed my issue. I chose to conduct the interviews by email. I have interviewed five teachers. The teachers live in different municipalities in central Sweden and women of mixed ages. They have worked for different periods and with children in the preschool.Several teachers mentioned that language is an ongoing and evolving process. This process starts already when the infant begins to babble. The process continues, and led forward by using both everyday discussions and actively works with aesthetic learning. Language development is not only about the spoken language, but also about body language as this is important for strengthening and clarifying words and sentences, the body strengthens the internal understanding. Educators believe that motor development promotes children's language development by example game. To promote this development can be as an educator working with the aesthetic subjects. As an educator, you are a role model and an inspiration to the children in preschool

The primary aim of this study is to determine the level of syntactic development in English of South African matriculants. The ESL standard in South Africa has been criticised, but no objective data are available. This study provides relevant data, based on an index, and indicates shortcomings in learners' syntactic competence. Poor school-leaving standards in English are a cause of great concern in South Africa, and complaints about school leavers' standard of English have increased over the last few years. Yet, apart from generally being labelled as "poor", little is known about the actual level of development reached by ESL learners. Comments are often based on subjective impressions. This study focuses on syntactic development in writing and aims to determine the level of syntactic development of Grade 12 ESL learners in an objective way. Interlanguage, the concept of 'stages of development’ and fossilization are discussed. The need for an index that can measure language development objectively is considered. General means of measuring syntactic development are evaluated and an index formula is established by means of statistical analyses. This formula is based on the T-unit and assigns numerical values to levels of development. The index formula is used to determine the level of syntactic development of a group of Grade 12 ESL learners. The compositions that were analysed were obtained from six provinces in South Africa. Index values are calculated for Higher and Standard Grade, for the group as a whole, and each of the six provinces. An Error Analysis is conducted and error frequencies are reported. Problem areas in syntax are identified. The implications of the findings are considered and recommendations are briefly made for the teaching and learning of grammar. / Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005.

The study has been conducted to find out whether aesthetic expressions and experiences can benefit the smallest children's language development. How do the teachers at the preschool relate to aesthetic expression? Do they think that aesthetic expression and experience will be favorable for stimulating children's language? Children perceive through their senses, logically aesthetic expressions should promote children's learning and development. How does this claim stand in relation with the smallest children's language development and teachers' views on aesthetics as a pedagogical tool for language stimulation? To get closer to the answer a survey have been done. The selection group consisted of six preschool teachers. The preschool teachers have responded to questions about aesthetics in relation to the smallest children`s language development. The study also looked at relevant research and literature. The analytical reflections of the preschool teacher's answers in the study shows that aesthetic expressions and experiences are favorable for the language development. It also appears that the most important aspects of children's language development is about dialogue, interaction and confirmation of the child. Something that you can clearly see the pattern of in the research literature and the study materials included in this study. Aesthetics is important in preschool, but it needs to be richer in meaning and in its form and content. / Studien har genomförts för att ta reda på om estetiska uttryck och upplevelser kan gynna de allra minsta barnens språkutveckling. Hur förhåller sig pedagoger på förskolan till estetiska uttryck? Anser de att estetiska uttryck och upplevelser kan vara gynnande för att stimulera barns språk? Barn upplever genom sina sinnen, logiskt borde estetiska uttryck gynna barns lärande och utveckling. Hur förhåller sig detta påstående i relation med de allra minsta barnens språkutveckling samt pedagogers syn på estetik som pedagogiskt verktyg för språkstimulering. För att komma närmare svaret har en surveyundersökning genomfört. Urvalsgruppen har bestått av 6 Pedagoger verksamma på avdelningar för de allra minsta barnen. Pedagogerna har fått svara på frågor kring estetik i relation till barns språkutveckling. Studien har även tittat på relevant forskning och litteratur. Studien visar utifrån analyserande reflektioner att de tillfrågade pedagogerna kan se att estetiska uttryck och upplevelser är gynnande för barns språkutveckling. Det framkommer också att de viktigaste aspekterna kring barns språkutveckling handlar om dialog, samspel och bekräftelse. Något som man tydligt kan se mönster av i den forskning, litteratur och det undersökningsmaterial som behandlats i studien. Estetik är viktig för förskolan, men den behöver bli rikare i sin betydelse, i sitt innehåll och i sin form.