Self-activity is understood as a factor expressing and determining development. It is defined as a motivated internally characteristic body state by which an individual actively regulates his/her contacts with the environment. Child's own activity and individually gathered experience as well as a teaching strategy adopted by the teacher need to be listed among the elements essential for preschooler's language development. Talking child's own activity (verbal skills included) as a starting point for the educational process one may make as assumption that the area of child's language and communicative competence should constitute a domain of teacher's educational influence. The presented study targeted as acquiring an answer to the following question: 'Does a teacher, thinking of stimulating child's language development, focus his/her educational efforts only on child's own activity or also on knowledge transmission?' It was assumed that language development occurred during the process of experience gathering, experience based on child's own activity and activity stimulated by external factors. The study examined the opinions of active teachers and students. The research group comprised 84 active teachers and 46 students of pedagogy. Both the examined groups, when asked to consider the problem of language learning organization, were in favour of the knowledge transmission as well as unaided structuring of language skills. However, pedagogical experience acts as an important factor differentiating the opinions of those examined on the concept of language development stimulation. In addition, the groups examined in the study stressed the importance of the conditions the fulfilment of which is indispensable for child language development reinforcement.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.