Abstract
The purpose of this research was to explore the advantages of collaborative learning in speaking at pre-school age.The development of spoken language in early childhood attracts the keen interest of scientists today, where societies are rapidly becoming multicultural, and forms and ways of linguistic communication face new challenges. The theoretical framework of the study draws on sociolinguistics and neo-Vygotskian theory. The survey was conducted in a kindergarten classroom with a total of 16 children aged 4 and 5 years old. Sketches were used to develop descriptive and narrative activities, which were recorded and analyzed. In the oral production process, children with limited fluency were particularly supported. The results showed that in the case of the processing of images in the group’s plenary there were more possibilities for rebuilding of the so-called or self-correction, in contrast to the case where the narratives were made individually by each child.
Presenters
Eleni MousenaAssistant Professor, Early Childhood Education and Care, University of West Attica
