{"id":1376,"date":"2024-10-07T08:30:13","date_gmt":"2024-10-07T08:30:13","guid":{"rendered":"https:\/\/jazykyhravo.umb.sk\/?page_id=1376"},"modified":"2025-01-07T18:10:06","modified_gmt":"2025-01-07T18:10:06","slug":"jazyk-a-deti","status":"publish","type":"page","link":"https:\/\/jazykyhravo.umb.sk\/index.php\/jazyk-a-deti\/","title":{"rendered":"cez vz\u0165ahy"},"content":{"rendered":"\n

jazyky hravo<\/a> – \u010do hovor\u00ed veda<\/a> – ako sa die\u0165a u\u010d\u00ed jazyky<\/a> – cez vz\u0165ahy<\/p>\n\n\n\n

Skuto\u010dne je pre v mlad\u0161om \u0161kolskom veku podstatn\u00e9, aby sa deti u\u010dili jazyky cez prirodzen\u00e9 vz\u0165ahy a interakciu s in\u00fdmi \u013eu\u010fmi?<\/strong> <\/p>\n\n\n\n

Pri sk\u00faman\u00ed \u0161pecif\u00edk detsk\u00e9ho myslenia odborn\u00edci zistili, \u017ee okrem fyzicko-ment\u00e1lnej \u010dinnosti zohr\u00e1va aj interakcia s in\u00fdmi \u013eu\u010fmi<\/strong> ve\u013emi d\u00f4le\u017eit\u00fa \u00falohu v u\u010den\u00ed sa die\u0165a\u0165a (soci\u00e1lna sf\u00e9ra). Interakcia otv\u00e1ra die\u0165a\u0165u dvere, dovo\u013euje mu vst\u00fapi\u0165 do jazykov\u00e9ho spolo\u010denstva (Bruner, 1983<\/a>, s. 19). Pod\u013ea Brunera sa spozn\u00e1vanie okolit\u00e9ho sveta naj\u013eah\u0161ie odohr\u00e1va pomocou rozhovoru. Pr\u00e1ve preto zaviedol pojem LASS (Language Acquisition Support System), je to syst\u00e9m podporuj\u00faci osvojovanie si jazyka<\/strong>. Bruner hovor\u00ed, \u017ee prostriedok osvojovania si jazyka u die\u0165a\u0165a (LAD) nevie fungova\u0165 bez pomoci dospel\u00e9ho. T\u00fa poskytuje dospel\u00fd die\u0165a\u0165u v jeho ranom veku t\u00fdm, \u017ee sa s n\u00edm rozpr\u00e1va. V interakcii s die\u0165a\u0165om pou\u017e\u00edva ist\u00fd ust\u00e1len\u00fd, fixn\u00fd model mikro-interakcie, ktor\u00fd je mo\u017en\u00e9 identifikova\u0165 v hr\u00e1ch dospel\u00e9ho s die\u0165a\u0165om (napr\u00edklad pri hojdan\u00ed na hojda\u010dke dospel\u00ed niekedy hovoria die\u0165a\u0165u r\u00fdmova\u010dku za\u010d\u00ednaj\u00facu \u201eHojda, hojda, hojda\u2026\u201c, pri hre s vl\u00e1\u010dikom \u201eIde vl\u00e1\u010dik \u0161i-\u0161i-\u0161i\u2026\u201c, pri hre s aut\u00ed\u010dkom \u201eIde auto do lesa, to\u010dia sa mu koles\u00e1\u2026\u201c a pod. Pomocou tak\u00fdchto hier s dospel\u00fdm die\u0165a prv\u00fdkr\u00e1t systematicky pou\u017e\u00edva jazyk. Zabezpe\u010dia na\u0161tartovanie LASS u die\u0165a\u0165a, a t\u00fdm sa k nemu dost\u00e1vaj\u00fa prv\u00e9 jazykov\u00e9 vnemy. Rozpr\u00e1vanie die\u0165a\u0165a s dospel\u00fdm je z\u00e1sadn\u00fdm pri rie\u0161en\u00ed jeho r\u00f4znych probl\u00e9mov, aj pri u\u010den\u00ed sa v \u010fal\u0161om vekovom obdob\u00ed.<\/p>\n\n\n\n

D\u00f4le\u017eitou, z\u00e1kladnou formou u\u010denia sa je nielen interakcia s dospel\u00fdmi, ale aj interakcia medzi de\u0165mi navz\u00e1jom. Preto by mal u\u010dite\u013e jazyka u\u010di\u0165 menej front\u00e1lne, viac vyu\u017e\u00edva\u0165 individu\u00e1lnu a skupinov\u00fa formu alebo pr\u00e1cu vo dvojiciach.<\/p>\n\n\n\n

Na objasnenie podpory, ku ktorej doch\u00e1dza po\u010das dial\u00f3gu medzi de\u0165mi alebo medzi die\u0165a\u0165om a dospel\u00fdm, pou\u017e\u00edva Bruner (1983)<\/a> v\u00fdraz \u201ele\u0161enie<\/strong>\u201c (scaffolding). T\u00e1to pomoc sa vz\u0165ahuje na ten krok, ktor\u00fd je iba o jednu \u00farove\u0148 vy\u0161\u0161ie ne\u017e aktu\u00e1lna \u00farove\u0148 die\u0165a\u0165a (Wood a kol., 1976)<\/a>. Deti pou\u017e\u00edvaj\u00fa jazyk na to, aby dok\u00e1zali pochopi\u0165 v\u00fdznam situ\u00e1cie, v ktorej sa nach\u00e1dzaj\u00fa, nekoncentruj\u00fa sa pritom na samotn\u00e9 v\u00fdrazy. \u201eDeti \u010derpaj\u00fa n\u00e1met z toho, \u010do \u013eudia robia, ke\u010f rozpr\u00e1vaj\u00fa, a nerozm\u00fd\u0161\u013eaj\u00fa nad t\u00fdm, \u010do tie slov\u00e1 znamenaj\u00fa\u201c (Donaldson, 1978,<\/a> s. 38). D\u00f4vodom je, \u017ee deti si nie s\u00fa ist\u00e9 jazykom, a preto sa ove\u013ea viac opieraj\u00fa o nonverb\u00e1lne prostriedky. Preto by cie\u013eom hodiny nemal by\u0165 ur\u010dit\u00fd, u\u010dite\u013eom vymedzen\u00fd gramatick\u00fd jav. U\u010dite\u013e ho m\u00f4\u017ee nau\u010di\u0165 \u017eiaka aj t\u00fdm, \u017ee ho \u201evnor\u00ed\u201c do zauj\u00edmavej t\u00e9my, ktor\u00e1 s\u00favis\u00ed so \u017eivotom die\u0165a\u0165a, a ktor\u00e1 umo\u017en\u00ed prirodzen\u00fa komunik\u00e1ciu medzi n\u00edm a \u017eiakom \u010di \u017eiakmi.<\/p>\n\n\n\n

\u010co umo\u017e\u0148uje interakcia s ostatn\u00fdmi \u013eu\u010fmi? –<\/strong> \u017diak m\u00e1 v\u010faka nej pr\u00edle\u017eitos\u0165 osvojova\u0165 si jazyk prostredn\u00edctvom v\u0161etk\u00fdch zmyslov\u00fdch org\u00e1nov.<\/strong><\/p>\n\n\n\n

\u017diaci s\u00fa v prvom rade ovplyv\u0148ovan\u00ed vn\u00edman\u00edm cez zmyslov\u00e9 org\u00e1ny, ktor\u00fdmi zachyt\u00e1vaj\u00fa \u010dinnosti druh\u00fdch, a n\u00e1sledne ich ch\u00e1pu prostredn\u00edctvom svojich jazykov\u00fdch vedomost\u00ed. Pre t\u00fato vekov\u00fa kateg\u00f3riu je typick\u00e9 \u201etu a teraz\u201c, pre\u017e\u00edvanie pr\u00e1ve prebiehaj\u00facich udalost\u00ed, tak\u017ee je potrebn\u00e9 da\u0165 najv\u00e4\u010d\u0161\u00ed d\u00f4raz na objekty (veci, \u013eud\u00ed, javy), ktor\u00e9 sa daj\u00fa zachyti\u0165 zrakom, sluchom a pohybom. Preto treba by\u0165 opatrn\u00fd a len postupne prid\u00e1va\u0165 sp\u00f4sob u\u010denia sa det\u00ed z u\u010debn\u00edc a zo\u0161itov. Ove\u013ea v\u00e4\u010d\u0161iu \u00faspe\u0161nos\u0165 dosiahneme, ke\u010f ich u\u010d\u00edme pomocou vec\u00ed, vybran\u00fdch demon\u0161trat\u00edvnych pom\u00f4cok. Spozn\u00e1vanie na z\u00e1klade zmyslov\u00fdch org\u00e1nov je stredobodom procesu z\u00e1\u017eitkov\u00e9ho u\u010denia sa<\/a><\/strong> a v ka\u017edom pr\u00edpade m\u00e1 prednos\u0165 pred verb\u00e1lnou formou (Marciov\u00e1, Proch\u00e1zkov\u00e1, 2015<\/a>). Takejto v\u00fdu\u010dbe mus\u00ed by\u0165 prisp\u00f4soben\u00e9 materi\u00e1lne vybavenie a usporiadanie triedy. Z\u00e1kladnou po\u017eiadavkou je vhodn\u00e9 rozlo\u017eenie n\u00e1bytku, stolov a stoli\u010diek, aby umo\u017e\u0148ovalo dostatok vo\u013en\u00e9ho miesta na pohyb v triede.<\/p>\n\n\n\n

D\u00f4le\u017eitos\u0165 vz\u0165ahu \u017eiaka ku komunika\u010dn\u00fdm situ\u00e1ci\u00e1m a jazykov\u00fdm \u0161trukt\u00faram.<\/strong><\/p>\n\n\n\n

\u010eal\u0161ou charakteristickou \u010drtou u\u010denia sa jazykov v detskom veku je sp\u00f4sob formovania vz\u0165ahu det\u00ed k jazykov\u00fdm \u0161trukt\u00faram a situ\u00e1ci\u00e1m. Ke\u010f je tento vz\u0165ah pozit\u00edvny, die\u0165a\u0165u to d\u00e1va pocit istoty, ktor\u00e1 dopom\u00e1ha k lep\u0161\u00edm v\u00fdsledkom v procese u\u010denia sa. Najd\u00f4le\u017eitej\u0161\u00edm procesom v u\u010den\u00ed sa jazyka je odha\u013eovanie z\u00e1meru hovoriaceho. Z\u00e1mer a situ\u00e1cia<\/strong> maj\u00fa silnej\u0161\u00ed vplyv na die\u0165a ne\u017e slov\u00e1 v re\u010dovom prejave. Ke\u010f\u017ee ich rozm\u00fd\u0161\u013eanie nie je teoretick\u00e9, v\u0161etko sa u\u010dia cez \u010dinnos\u0165 vlastn\u00fa, i toho druh\u00e9ho. Aj cudz\u00ed jazyk. Takto si vytvoria hypot\u00e9zy pre vlastn\u00fa potrebu. \u010c\u00edm jazykovo bohat\u0161\u00edm prostred\u00edm je die\u0165a obklopen\u00e9, t\u00fdm \u013eah\u0161ie si vie prelo\u017ei\u0165 v\u00fdznam slov a v\u00fdrazov. Deti ove\u013ea sk\u00f4r pochopia z\u00e1mer hovoriaceho z jeho \u010dinnost\u00ed ne\u017e z jeho slov. Vn\u00fatorn\u00e1 potreba pochopi\u0165 je tak siln\u00e1, \u017ee zdol\u00e1 aj v\u00e4\u010d\u0161ie prek\u00e1\u017eky (Donaldson, 1978<\/a>). K pochopeniu slov doch\u00e1dza vtedy, ke\u010f die\u0165a pochop\u00ed cel\u00fa situ\u00e1ciu, v ktorej sa tieto slov\u00e1 pou\u017e\u00edvaj\u00fa. Vtedy postav\u00ed do protikladu svoje predstavy a po\u010dut\u00e9 slov\u00e1 v prejave. Toto je mo\u017en\u00e9 len vtedy, ke\u010f vie die\u0165a slov\u00e1 pou\u017ei\u0165, \u010di\u017ee nie\u010do verb\u00e1lne produkuje. Pri po\u010d\u00favan\u00ed sa tento proces neodohr\u00e1va. Inak povedan\u00e9, die\u0165a mus\u00ed sam\u00e9 produkt\u00edvne pou\u017e\u00edva\u0165 jazyk. Zo v\u0161etk\u00e9ho uveden\u00e9ho vypl\u00fdva pre u\u010dite\u013ea odkaz z lingvodidaktiky u\u010denia sa jazyka det\u00ed: s de\u0165mi treba vies\u0165 cielen\u00fd a zmyslupln\u00fd<\/a> rozhovor.<\/p>\n\n\n\n

Konkr\u00e9tne jazykov\u00e9 \u0161trukt\u00fary mo\u017eno n\u00e1js\u0165 pr\u00e1ve v detsk\u00fdch pesni\u010dk\u00e1ch, hr\u00e1ch, v literat\u00fare pre deti. Die\u0165a sa dok\u00e1\u017ee citovo v\u017ei\u0165 do pr\u00edbehov a stoto\u017eni\u0165 sa s jeho hlavn\u00fdmi predstavite\u013emi, a tak hoci je pr\u00edbeh v cudzom jazyku, die\u0165a ho dok\u00e1\u017ee pochopi\u0165, preto\u017ee jazykov\u00e9 \u0161trukt\u00fary a situ\u00e1cie s\u00fa mu zn\u00e1me z materinsk\u00e9ho jazyka. Literat\u00fara pre deti m\u00e1 preto k\u013e\u00fa\u010dov\u00fa \u00falohu vo v\u00fdu\u010dbe cudzieho jazyka, nie doplnkov\u00fa, ktor\u00e1 bola hlavn\u00e1 a typick\u00e1 pre tradi\u010dn\u00e9 sp\u00f4soby v\u00fdu\u010dby jazykov.<\/p>\n\n\n\n

Predch\u00e1dzaj\u00faci<\/a><\/p>\n\n\n\n

\u010eal\u0161\u00ed<\/a><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

jazyky hravo – \u010do hovor\u00ed veda – ako sa die\u0165a u\u010d\u00ed jazyky – cez vz\u0165ahy Skuto\u010dne je pre v mlad\u0161om \u0161kolskom veku podstatn\u00e9, aby sa deti u\u010dili jazyky cez prirodzen\u00e9 vz\u0165ahy a interakciu s in\u00fdmi \u013eu\u010fmi? Pri sk\u00faman\u00ed \u0161pecif\u00edk detsk\u00e9ho myslenia odborn\u00edci zistili, \u017ee okrem fyzicko-ment\u00e1lnej \u010dinnosti zohr\u00e1va aj interakcia s in\u00fdmi \u013eu\u010fmi ve\u013emi d\u00f4le\u017eit\u00fa… \u010c\u00edta\u0165 viac »cez vz\u0165ahy<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-1376","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/1376","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/comments?post=1376"}],"version-history":[{"count":12,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/1376\/revisions"}],"predecessor-version":[{"id":2326,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/1376\/revisions\/2326"}],"wp:attachment":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/media?parent=1376"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}