The Influence of Speech and Language Competency of Preschoolers on the Success of Further L1 Acquisition and Speech Development at School: Results of a Comparative Psycholinguistic Analysis

Keywords: ontogenesis of communication, regularities of L1 acquisition, speech and language competency, relationships in speech development, preschoolers, junior schoolchildren, language, speech.

Abstract

The goal. To establish interdependencies in the processes of mastering L1 and children’s speech at the preschool and school stages of communicative ontogenesis; to demonstrate the decisive role of language competence and speech competency of preschoolers in learning L1 at school and further development of their speech and language competency.

Methods. Theoretical (systematic review, theoretical analysis, research synthesis). Empirical (systematic observations of children’s speech, discursive analysis of oral expressions of preschoolers and schoolchildren, written expressions of junior schoolchildren; analysis of implicit language knowledge, explicit knowledge about language; contrast and comparison of qualitative indicators of the development of oral speech of preschoolers and written speech of junior schoolchildren).

Results. Between the development of children’s speech and language competency, and speech and metalanguage competency at the preschool and school stages of ontogenesis, there are regular (substantial, objectively existing, constantly recurring) connections that determine the stages and forms of the evolution of individual L1 and personalized speech of children. The basis of the objectification of language phenomena at school is the identification and awareness by children of the essential features of language units based on the intuitive ability acquired at school to feel the intonation and semantic endings of sentences, expressive nuances of phonetic, lexical and grammatical language meanings, to remember the tradition of combining language units in speech process, to understand the content of lexical and grammatical meanings. The following regularity is established: all children with a high and sufficient level of speech and language competency acquired before school, without much effort, quickly progress in the formal study of L1 and all subjects of the school cycle. And vice versa, children who came to school with a low level of development of speech and language competency do not demonstrate such success.

Discussions. Language competence is interpreted as a genetically and socially determined ability of a child, his/her mental property which is initiated, formed and developed on the background of language knowledge (implicit) and knowledge about language (metalanguage knowledge). Speech competency is defined as a genetically and socially determined ability that begins, forms and evolves on the basis of primary speech skills, and later - during school years - on the basis of speech facilities and secondary speech skills, which are not identical to speech competency. We nominate these two abilities of children as “speech and language competency”, since language and speech are complementary phenomena, inseparable in the real speech process.

Downloads

Download data is not yet available.

References

Adomat, D.S. (2012). Drama’s Potential for Deepening Young Children’s Understandings of Stories. Early Childhood Education Journal, 40, 343–350. https://doi.org/10.1007/s10643-012-0519-8

Aishwarya, N., & Deborah, D. Ruth (2021). Comparison of Narrative Comprehension and Inference-Making Ability in Native Tamil Speakers in Monolingual and Bilingual Context. Journal of Research in Childhood Education, 35(4), 616-630. https://doi.org/10.1080/02568543.2020.1810181

Alatalo, Τ., Meier, J., & Frank, Ε. (2017). Information sharing on children’s literacy learning in the transition from Swedish preschool to school. Journal of Research in Childhood Education, 31(2), 240–254. https://doi.org/10.1080/02568543.2016.1274926

Altun, D. (2018). The Efficacy of Multimedia Stories in Preschoolers’ Explicit and Implicit Story Comprehension. Early Childhood Education Journal, 46, 629–642. https://doi.org/10.1007/s10643-018-0916-8

Apostolou, Z., & Stellakis, N. (2020). Teachers’ perceptions of integrating kindergarten and first-grade primary school language curricula. Journal of Childhood, Education & Society, 1(2), 87–102. https://doi.org/10.37291/2717638X.20201234

Bogush, A.M. (2001). Nastupnist i spadkoiemnist doshkilnoi i pochatkovoi lanok u systemi neperervnoi osvity [Continuity and succession of preschool and elementary education in the system of continuous education]. Naukovyi visnyk Izmailskoho derzhavnoho pedahohichnoho instytutu – Scientific Bulletin of the Izmail State Pedagogical Institute, 11, 38–41 [in Ukrainian].

Bogush, А.М. (2005). Movna pіdgotovka dіtej do shkoli [Language preparation of children for school]. In A.M. Bogush (Ed.), Doshkilna linhvodydaktyka – Preschool Linguodidactics (pp. 704–708). Kyiv: Slovo [in Ukrainian].

Bozhovich, L.I. (1946). Znachenie osoznanija jazykovyh obobshhenij y obuchenii pravopisaniju [The importance of awareness of linguistic generalizations in the teaching of spelling]. Izvestija Akademii pedagogicheskih nauk RSFSR – Proceedings of the Academy of Pedagogical Sciences of the RSFSR, 3, 27–60.

Bozhovich, L.I. (1997). Problemy formirovanija lichnosti: izbrannye psihologicheskie Trudy [Problems of Personality Formation: Selected Psychological Works]. In D.I. Feldstein (Ed.). (2nd ed.). Мoscow; Voronezh: Institut prakticheskoj psihologii; MODJeK [in Russian].

Cazden, C.B. (1974). Play with language and metalinguistic awareness: One dimension of language experience. International Journal of Early Childhood, 6, Article 2. https://doi.org/10.1007/BF03176836

Demianenko, S.D. (2006). Propedevtyka movnykh poniat u ditei starshoho doshkilnoho viku [Propaedeutics of linguistic notions in the children of senior preschool age]. Candidate’s Thesis. Pereiaslav-Khmelnytskyi [in Ukrainian].

Fedorenko, L.P. (1984). Zakonomernosti usvoenija rodnoj rechi [Regularities in the acquisition of native speech]. Moscow: Pedagogika [in Russian].

Frommer, M.S., & Yudkovitz, E. (1983). How children clue into the meaning of messages: a look at language comprehension. International Journal of Early Childhood, 15, Article 9. https://doi.org/10.1007/BF03174943

Grube, M., Marshall B., & Nancy, A.A. (1987). Comparison of Two Teaching Strategies to Increase Intelligibility of Young Children’s Speech. Journal of Research in Childhood Education, 2(1), 48–55. https://doi.org/10.1080/02568548709594921

Hirsh-Pasek, K., Adamson, L.B., Bakeman, R., Owen, M.T., Golinkoff, R.M., Pace, A., & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26(7), 1071–1083. https://doi.org/10.1177/0956797615581493

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal, 32, 157–163. https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3

Justice, L.M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79–92. https://doi.org/10.1016/j.ecresq.2017.09.003

Kalmykova, L., & Novikova, G. (2018) Psykholinhvistychni fenomeny “znannia movy” i “znannia pro movu”: problemy spivvidnoshennia y funktsionuvannia v movlenni ditei [Psychologistic Phenomena “Knowledge of the Language” and “Knowledge About Language”: Problems of Relationship and Functioning in Children’s Speech]. Psycholinguistics, 23(1), 99–118. https://doi.org/10.5281/zenodo.1211606 [in Ukrainian].

Kalmykova, L., Kharchenko, N., & Мysаn, І (2018). Osoblyvosti rozuminnia ditmy doshkilnoho viku perenosnoho znachennia prysliviv ta idiom [Peculiarities in Understanding of Indirect Meaning of Proverbs and Idioms by Children of Pre-School Age]. Psycholinguistics, 24(1), 149-182. https://doi.org/10.31470/2309-1797-2018-24-1-149-182

Kalmykova, L., Kharchenko, N., & Мysаn, І. (2019). Problemy modeliuvannia protsesiv audiiuvannia u svitovii psykholinhvistytsi [Problems of Modeling the Processes of Audition in the World Psycholinguistics]. Psycholinguistics, 26(1), 160-198. https://doi.org/10.31470/2309-1797-2019-26-1-160-198 [in Ukrainian].

Kalmykova, L.O. (2011). Psyhologiya rozvytku movlennevoi diyalnosti ditey doshkilnogo viku [Psychology of speech activities of preschool age children]. Doctor’s Thesis. Kyiv [in Ukrainian].

Kalmykova, L.O. (2017). Perspektyvnist i nastupnist v navchanni movy y rozvytku movlennia ditei doshkilnoho i molodshoho shkilnoho viku: psykholinhvistychnyi i linhvometodychnyi vymiry [Perspectives and continuity in language teaching and speech development of children of the preschool and primary school age: Psycholinguistic and linguo-methodological measurements]. Kyiv: Vydavnychyi Dim “Slovo” [in Ukrainian].

Kalmykova, L.O., Kharchenko, N.V., & Mesan, I.V. (2022). Psykholoho-pedahohichni y psykholinhvistychni zasady perspektyvnosti i nastupnosti v navchanni ridnoi movy y rozvytku movlennia ditei doshkilnoho i molodshoho shkilnoho viku [Psycho-Pedagogical and Psycholinguistic Principles of Perspective and Continuity in Teaching the Native Language and Speech Development of Preschool and Primary School Children]. Preschool Education: Global Trends, 1. 56–78. https://doi.org/10.5281/zenodo.6949502

Kharchenko N. (2015). Listening and Utterance-Reasoning Production in Ukrainian Children of a Pre-school Age. In H. Kyuchukov (Ed.), Acquisition of Slavic Languages (pp. 53–82). Munich: Lincom Academic Publisher.

Kharchenko N. (2015). Listening and Utterance-Reasoning Production in Ukrainian Children of a Pre-school Age. In H. Kyuchukov (Ed.), Acquisition of Slavic Languages (pp. 53–82). Munich: Lincom Academic Publisher.

Kharchenko, N.V. (2018). Rozvitok audіjuvannja u dіtej starshogo doshkіlnogo vіku [Development of Listening Comprehension in Children of the Preschool Age]. Perejaslav-Khmelnickyi: FOP Dombrovska Ja.M. [in Ukrainian].

Klassen, R., Lundquist, B., & Westergaard, M. (2022). L1 Grammatical Gender Variation through the Representation in the Lexicon. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-022-09867-7

Leontiev, A.A. (2003). Osnovyi psiholingvistiki [Fundamentals of Psycholinguistics] (3rd ed.). Moscow: Smysl [in Russian].

Lobchuk, O. (2016). Napriamy roboty z rozvytku umin movlennievoi diialnosti u molodshykh shkoliariv [Directions of work on the development of skills of speech activity in junior high school students]. Pochatkova shkola – Primary School, 1, 9–13 [in Ukrainian].

Lutsenko, I. (2021). Rozvytok refleksyvnykh movlennievykh protsesiv u doshkilnykiv [Development of Reflective Speech Processes in Preschoolers]. Psycholinguistics in a Modern World, 16, 200-204. https://doi.org/10.31470/10.31470/2706-7904-2021-16-200-204

Lvov, M.R. (2000). Osnovy teorii rechi [Fundamentals of Speech Theory]. Moscow: Akademija [in Russian].

Romeo, R.R., Leonard, J.A., Robinson, S.T., West, M.R., Mackey, A.P., Rowe, M.L., & Gabrieli, J. D. (2018). Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710. https://doi.org/10.1177/0956797617742725

Ruoppila, I. (1974). The effects of training on the grammar of preschool children. International Journal of Early Childhood, 6, Article 25. https://doi.org/10.1007/BF03176837

Shaff, A. (1963). Vvedenie v semantiku [Introduction to Semantics]. Moscow: Izd-vo in. lit-ry [in Russian].

Sivropoulou, I., & Vrinioti, K. (2009). Early Literacy in Transition from Preschool to Primary School: Connecting Curricula. URL: https://www.ease-eu.com/documents/compendium/chapter10.pdf.2014-10-17

Spit, S., Andringa, S., Rispens, J., & Aboh O. Enoch (2022). Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-022-09898-0

Vashulenko, M.S. (1992). Teoriia i praktyka navchannia ukrainskoi movy u 4-richnii pochatkovii shkoli [Theory and Practice of Teaching the Ukrainian in a Four-Year Elementary School]. Kyiv: Osvita [in Ukrainian].

Washington-Nortey, P.M., Zhang, F., Xu, Y., Yaoying Xu, Amber Brown Ruiz, Chin-Chih Chen, & Spence, Christine (2022). The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review. Early Childhood Education Journal, 50, 49–59. https://doi.org/10.1007/s10643-020-01126-5

Wasik, B.A., & Jacobi-Vessels, J.L. (2017). Word Play: Scaffolding Language Development Through Child-Directed Play. Early Childhood Education Journal, 45, 769–776. https://doi.org/10.1007/s10643-016-0827-5

Yeomans-Maldonado, G., Justice, L. M., & Logan, J.A. (2019). The mediating role of classroom quality on peer effects and language gain in pre-kindergarten ECSE classrooms. Applied Developmental Science, 23(1), 90–103. https://doi.org/10.1080/10888691.2017.1321484

Zalevskaya, A.A. (2007) Vvedenie v psiholingvistiku [Introduction to Psycholinguistics] (2nd ed.). Moscow: Rossijskij gosudarstvennyj gummaniternyj universitet [in Russian].

Zhuikov, S.F. (1964). Psihologija usvoenija grammatiki v nachalnyh klassah [The Psychology of Grammar Acquisition in the Primary School]. Moscow: Prosveshhenie [in Russian].

Zinchenko, V.P. (1998). Psihologicheskaja pedagogika (Ch. 1. Zhivoe znanie) [Psychological Pedagogy (Part 1. Living Knowledge)]. Samara: “Samarskij Dom pechati” [in Russian].


Abstract views: 232
PDF Downloads: 77
Published
2022-09-08
How to Cite
Kalmykova, L., Kharchenko, N., Kyuchukov, H., & Mysan, I. (2022). The Influence of Speech and Language Competency of Preschoolers on the Success of Further L1 Acquisition and Speech Development at School: Results of a Comparative Psycholinguistic Analysis. Preschool Education: Global Trends, 2, 7-37. https://doi.org/10.31470/2786-703X-2022-2-7-37
Section
Child and Pedagogical Psychology