A Model of Early Childhood Foreign Language Education through Playing Motoric Games.

Autor/inn/en	Angelova, Tanka Gueorguieva; Lekova, Branimira Christova
Titel	A Model of Early Childhood Foreign Language Education through Playing Motoric Games.
Quelle	(1995), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Classroom Techniques; Cognitive Development; Early Childhood Education; Foreign Countries; French; Games; Language Proficiency; Learning Processes; Models; Motion; Parent Child Relationship; Psychomotor Skills; Second Language Instruction; Second Language Learning; Bulgaria + Suchen Sie Ihr Suchwort? Kindesentwicklung; Klassenführung; Kognitive Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Französisch; Game; Spiel; Spiele; Language skill; Language skills; Sprachkompetenz; Learning process; Lernprozess; Analogiemodell; Bewegungsablauf; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Psychomotorische Aktivität; Fremdsprachenunterricht; Zweitsprachenerwerb; Bulgarien
Abstract	This study examined the methods used to improve and increase the efficiency of early childhood foreign language education through movements and speech in play situations. The goals of the study were (1) to devise an adaptable model for variable situations in early childhood foreign language education through playing motoric games, and (2) to investigate the basic prerequisite and indices for enhancing the quality of such education through motoric games. The subjects were 14 teachers and 183 4- to 6-year-old children. The results of assessment of foreign language knowledge, cognitive activities, and relation to education process as outcomes of the games suggest that the model was successful in enhancing children's ability to gain a larger and deeper knowledge of the second language and form good language skills. The competitive character of the games and the movements during play helped the children remember the foreign language words and phrases and to use them on their own. Based on the results, it was concluded that the playing situations also improved children's abilities to practice the acquired knowledge and skills in other conditions. It was also concluded that the motoric games improved children's harmonious development as well as their cultural knowledge. (MOK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC