APPROACHES IN THE PROMOTION OF THE CULTURE OF SPEECH AMONG KINDER-GARDEN AND EARLY SCHOOL-AGE CHILDREN IN THE EUROPEAN COUNTRIES

  • Vesna Horvatovikj University "Ss.Cyril and Methodius ", Faculty of Pedagogy "St. Kliment Ohridski", Skopje, Macedonia

Abstract

The good positioning of curricula and the appropriate relationship in the global and the individual goals in any field or area of any science or art, their precision, but also openness and flexibility, provide good results. The positioning of a curriculum is important in every segment because it directly affects its success.
In this regard, the subject ‘Mother Tongue’ has its own specificity that requires a special approach in each country, that is, each national curriculum, since it treats the study of a language which is usually the language of instruction of the entire teaching (instruction in all subjects).
Hence, a need arises to compare the existing trends or, if you prefer, examples according to which we create systems and policies, and which we consider successful experiences. In our comparative review, we focused on the representation of the subject ‘Mother Tongue’ on a weekly and yearly basis, as well as the representation in relation to other subjects in: Macedonia, Austria, Slovenia, Croatia, Serbia and Bulgaria. Hereby, we aim to determine the importance of language competences in preschool and early school-age children, through treatment and representation in the teaching-educational process in our country and the countries of our immediate and more distant surrounding. The moment of adaptation in accordance with the conditions is the second vital moment in planning.

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Published
2018-11-30
How to Cite
HORVATOVIKJ, Vesna. APPROACHES IN THE PROMOTION OF THE CULTURE OF SPEECH AMONG KINDER-GARDEN AND EARLY SCHOOL-AGE CHILDREN IN THE EUROPEAN COUNTRIES. International Journal of Education TEACHER, [S.l.], v. 8, n. 16, p. 95-104, nov. 2018. ISSN 1857-8888. Available at: <http://ijeteacher.com/index.php/ijeteach/article/view/76>. Date accessed: 12 dec. 2018. doi: https://doi.org/10.20544/teacher.16.09.