Condiciones pedagógicas para la formación de la competencia en idiomas extranjeros para niños en edad preescolar

Izmailova, Rania Gennadievna; Sheinova, Tatyana Gennadievna; Soldatenko, Ksenia Yurievna

doi:10.1590/S0104-40362019002702007

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ARTICLE • Ensaio: aval. pol. públ. educ. 28 (107) • Apr-Jun 2020 • https://doi.org/10.1590/S0104-40362019002702007 copiar

Condiciones pedagógicas para la formación de la competencia en idiomas extranjeros para niños en edad preescolar

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

El objetivo de la investigación es identificar, fundamentar teóricamente y estudiar empíricamente las condiciones pedagógicas para la formación de la competencia en idiomas extranjeros para preescolares de edad avanzada. Los métodos consisten en procedimientos de diagnóstico de autor para estudiar la competencia en el idioma extranjero de los participantes de interacción. La investigación identificó los aspectos específicos de la interacción entre los sujetos de educación preescolar. Los autores revelaron la influencia de la participación de los padres en la competencia, la motivación, la actitud y la apertura de las lenguas extranjeras para aprender idiomas, así como la ansiedad psicológica de los preescolares hacia la percepción del habla extranjera. Los autores ampliaron las ideas sobre la formación de la competencia en el idioma extranjero de los niños en edad preescolar en la teoría y la práctica pedagógica y en la realización de las oportunidades de interacción de los participantes sobre la base de la asociación social y pedagógica, que permite mejorar las actividades conjuntas entre organizaciones modernas de preescolar y familias.

Enfoque de construcción de competencias; La competencia en idiomas extranjeros de preescolares de alto nivel; Aprendizaje temprano de lenguas extranjeras; Interacción entre maestros preescolares y familiares

Senior preschool children’s foreign language competence
Linguistic competency	Compensatory competency	Verbal competency	Socio-cultural competency	Social competency
A preschooler’s knowledge of the linguistic norms of a foreign language, in particular, the basics of phonetics, vocabulary and grammar.	The ability to use linguistic and contextual deduction, to predict a communicative situation.	The ability to receive and transmit information in a foreign language; to organize and manage communication.	The ability to feel an emotional state; expression of feelings and emotions in one’s own communication.	The ability to interact with an interlocutor; mastery of ways to enter into a dialogue and to predict the reaction of the partner.

Indicators of foreign language competency level	Diagnostic methods
Information-communication criterion (assessment of linguistic competency).
Phonetically correct repetition of English sounds, words, and phrases (phonetics and listening comprehension, articulation).	1. Authorial methods for studying phonemic hearing.
Ability to recognize, pronounce and understand the meaning of the words and phrases learned in a foreign language (vocabulary).	2. Authorial technique of understanding a fairy-tale in English. 3. Authorial technique of studying foreign language vocabulary skills.
Making a grammatically correct statement in a foreign language according to an adult’s pattern and without using a pattern (grammar).	4. Authorial technique of studying foreign language grammar skills.
Regulatory-communication criterion (assessment of verbal, compensatory and social competencies)
Desire and ability to participate in a dialogue and conversation in a foreign language (speaking – dialogue, monologue).	5. Authorial technique of studying foreign language speaking skills.
Ability to interact with peers and adults, to work in pairs and in a group of children.	6. The “Assistants” technique (GOLOVEY; RYBALKO, 2002GOLOVEY, L. A.; RYBALKO, E. F. (Eds.). Workshop on age psychology: manual. St. Petersburg: Rech, 2002.).
Assessment of one’s own communication behavior and the behavior of peers and adults in the process of communication.	7. Methods of studying a child’s personal behavior (GOLOVEY; RYBALKO, 2002GOLOVEY, L. A.; RYBALKO, E. F. (Eds.). Workshop on age psychology: manual. St. Petersburg: Rech, 2002.).
Affective-communication criterion (assessment of socio-cultural competency)
Ability to demonstrate an emotional attitude to what a child wants to tell and to the communication participants.	8. The “Reflection of Feelings” technique (GOLOVEY; RYBALKO, 2002GOLOVEY, L. A.; RYBALKO, E. F. (Eds.). Workshop on age psychology: manual. St. Petersburg: Rech, 2002.).
Ability to express an emotional preference in communication.	9. Sociometric test «Birthday» (GOLOVEY; RYBALKO, 2002GOLOVEY, L. A.; RYBALKO, E. F. (Eds.). Workshop on age psychology: manual. St. Petersburg: Rech, 2002.). 10. The «Game Room» technique (GOLOVEY; RYBALKO, 2002GOLOVEY, L. A.; RYBALKO, E. F. (Eds.). Workshop on age psychology: manual. St. Petersburg: Rech, 2002.).
Aspiration to communicate, accept and understand adults and peers.	11. Drawing tests. 12. The “Lesenka” technique (GOLOVEY; RYBALKO, 2002GOLOVEY, L. A.; RYBALKO, E. F. (Eds.). Workshop on age psychology: manual. St. Petersburg: Rech, 2002.).

Work direction	Implementation of the interaction mechanism in accordance with the work direction.	Stages of establishing interaction with families	Technologies
1. Teacher and parents	Purposeful pedagogical activity to attract parents, to establish mutual understand and common interests in foreign language learning.	1. Opening	Doors open day etc.
1. Teacher and parents		2. Clarifying expectations	Consultations of specialists of children’s public associations.
2. Teacher and children	Implementation of pedagogical activity using modern technologies of working with children.	3. Coordination	Diagnostics of the initial level of a child’s foreign language competence – discussion of results.
		4. Interaction design	Work with active parents, etc.
		5. Pedagogical monitoring	Master class “Kolobok” using puppet theater; Interactive game “Using Games in the Process of Teaching English”; Master class: “Teaching English through the use of the finger game on the topic ‘My family’”; “Contest of reading poems in English”; KVN (Club of the Funny and Inventive People), “Nature of Our Region”; Joint creative activity “Our Hobbies” and child-parent creative workshop; Joint project activity “In the Circus” etc.
3. Teacher, parents, and children	Parents’ participation in joint entertainment activities.	6. Reflection	Final entertainment “ABC-Quiz” – discussing the learning outcomes, analyzing the results of joint activities.

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[1] Informações dos Autores

Rania Gennadievna Izmailova: Ph.D. in Pedagogical Sciences, Associate Professor, Head of the Department of Theory and Methodology of Primary and Preschool Education, Moscow State University of Humanities and Technology. Contact: izmailova.sei@rambler.ru

Tatyana Gennadievna Sheinova: Ph.D. in Pedagogical Sciences, Associate Professor, Department of Theory and Methodology of Primary and Preschool Education, Moscow State University of Humanities and Technology. Contact: sheinova.sei@rambler.ru

Ksenia Yurievna Soldatenko: Assistant, Department of Theory and Methodology of Primary and Preschool Education, Moscow State University of Humanities and Technology. Contact: soldatenko.sei@bk.ru