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Denk- und Lernkulturen im wissenschaftlichen Diskurs / Cultures of Thinking and Learning in the Scientific Discourse

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Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.

This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

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Supporting 5–7 Year Old Children Playing a Role in Front of an Audience: A Semiotic Approach (Vida Kazragytė)

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Vida Kazragytė

Supporting 5–7 Year Old Children Playing a Role in Front of an Audience: A Semiotic Approach

Abstract: Young (5–7 year old) children playing a role in front of an audience has been an issue for a long time now. As the behaviour of the child in front of an audience is stressed typically, he / she is showing emotions, not acting purposefully, accordingly the pedagogical value of role playing in such situations is rejected completely. There is a little research about how the development of young children’s abilities to play a role in front of an audience occurs and what support they need.

The article presents the results of action research, applied to investigate the development of young children’s abilities to play a role in front of an audience. The action research was performed with the involvement of 112 children (60 girls and 52 boys). The children participated in seven months of training. By qualitative and quantitative analysis, it was found that children before the learning frequently could not play a role, i.e. could not create (develop) the referring and expressive meanings, with the exception of the ability to refer to the typical physical role’s properties and actions by gestures, used rather automatically. After the learning, in which teacher’s semiotic mediation was applied, the children’s abilities to play a role in front of an audience were found two times better. The children could better create (develop) the referring and expressive...

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