In kindergarten is important regular communication in everyday situations. However, from the point od view of development of child's linguistic capabilities is also important planned activity in a field of language, which demands a teacher's professional decision and performance. In a diploma thesis we dealt with analysis of skill levels of questions, which teachers asked children during discussion of a literary text. During this kind of discussion in kindergarten a teacher should ask such types of questions, which would cover their thinking on all skill levels. It means, that should be present not only questions on a lower skill level, but also questions on higher skill levels, which lead children to a deeper understanding of literary texts. We realized that teachers do not ask questions of all skill levels. Various skill levels of questions are also inequally represented. Dominate questions of a lower skill level, which are mainly oriented to a child's literal repetition of something that was heard before. On a basis of data acquired with a questionnaire could be also found out, that teachers are aware of importance of asking questions only in a way that they think about them. All four teachers only sometimes plan or write down questions to ask children after reading literary text. Not more than one teacher noted in her answer that asked questions should encourage children to mental activity.
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