Suchergebnisse

Active listening is a communication skill which is crucial for the development of cooperative relationships in the group, culture of friendship and fellowship, it is also important for the development of literacy skills and talent for speaking. Furthermore, it contributes to the improvement of the level of knowledge, skills and school achievement, as well as to the development of self-confidence of children. Developing of active listening is an important task in the activities with children of preschool age. In this paper, the author, wanting to determine the importance of the factors of active listening of preschool children, examines how preschool teachers (N = 198): (a) evaluate the importance of certain elements of active listening that relate to the speaker and the listener, and (b) estimate their role in the process of developing active listening skills of preschool children as an essential element of successful interpersonal communication. Results of the survey show that preschool teachers attach greater importance to the factors of active listening related to the listener (attention, listening skill, interest in the subject), than to the factors related to the speaker (motivation for listening, quality of the narrative). More than two-thirds of surveyed preschool teachers (172 or 86.9%) define its impact on the stimulation of active listening of children as significant. Work experience and professional qualifications as independent variables significantly influence the attitudes of preschool teachers about the importance of their impact in stimulating active listening. Preschool teacher is a key element of the training of preschool children in the area of the basic communication skills of active listening. In this sense, the results of our survey show that in the context of academic study programs for education of preschool teachers special attention is given to the communication skills and to their role in the development of active listening. But, bearing in mind the neglection of listening in comparison to other language skills, it is necessary to pay more attention to the improvement of the culture of listening, both in formal and nonformal, as well as in informal education and training of preschool teachers.

A comparative analysis of Klafki's didactic thinking which is based on an analysis of different kinds of theories on the nature of education and Heimann's didactic which is based on the theory of teaching and learning shows that both are dealing with teaching in its entirety. Both authors emphasize the role of contents, methods, procedures and resources for material and formal education and both use anthropological and social reality as their starting point. According to Klafki, resources, procedures, and methods are in form of dependency where it is important to know what and why should something be learnt, whereas Heimann sees the same elements in the form of interdependency. Each of the didactic conceptions, from their point of view, define the position of goals and tasks in education as well as how to achieve them. Determination and formulation of objectives is a complex, responsible, and very difficult task, and a goal must be clearly defined, because it emanates the guidelines for the preparation of didactic methodology educational programs and their planning. The selection of content in didactic methodology scenarios of education and learning, are only possible if the knowledge, skills and abilities that are necessary for a student to develop are explicitly indicated. The question of educational goals is the main problem of didactics for only a clearly defined objective implicates the selection of appropriate methods and means for its achievement, and it should be a permanent task of the current didactic conception now and in the future.