To the practise of the showing play

Application of scenic methods for the linguistic support before the enrolment

 

The Nils (now NLQ) has brought out two publications on the school theatre. While the first notebook deals "to the practise of the showing play" with the subject "Achievement assessment", the second notebook picks out as a central theme from 2007 the application of scenic methods for the linguistic support before the enrolment.

This material collection turns above all to teachers, educators and female educators who act in the elementary area or in the input classes of the elementary schools. In this will feel fine to single situation fields (e.g., "What to me is important" or "to Themselves") scenic exercises offered which should allow linguistic acquisition in a situative context by her comprehensive beginning oriented to action.

 

Numerous educational studies of the past years have made clear as important controlling the German is for the success at school of the children. Hence, children should be promoted before the school and at school even stronger linguistically. Moreover serve the aid programmes "I learn German before the elementary school" and "I learn German in the elementary school". Both should help the schoolgirls and schoolboys whose German knowledge do not manage to be able to take part successfully in the lessons. In the material collection conceived on this basis become single situation fields (e.g.: "What is important to me" or "feel fine") scenic exercises offered which should allow linguistic acquisition in a situative context by her comprehensive beginning oriented to action

 

The discussion of the child with his reality isolates occurred never at only one level; the person is always involved in it as a whole with his present experiences at the different levels, with his movement and perception abilities, his feelings as well as his social and cognitive possibilities. These dimensions of his development are tied together any time inseparably with each other and with the linguistic system.

 

The present beginning of the linguistic support at preschool by scenic methods tries to carry for the calculation, while very consciously the application of the body of the child

and his joy in the childish play are used straight to strengthen the child in his Identi-tätsentwicklung and linguistic capability of expression.

Basis for the Linguistic acquisition from interaktionistischer view about which it is in the linguistic support at preschool with priority is the structuralisation of common action situations and her linguistic development as well as practising easy communication patterns which are always repeated. With these so-called formats standardised situations are meant which are important for the interaction partners and always recur. By the repetitions linguistic structures stamp themselves which welcome for certain situations (e.g., / itself dismiss / fancy) are typical and give whose control to the child security.

 

The situations in which the children coach formats by the connection of body and head with relish are created very much straight by the application more creatively of scenic methods. The besides attained security strengthens her self-confidence and self-esteem and motivates them to open further to the linguistic demands. In this Hand-reichung many examples are documented which show how full of relish formats / repetitions can be.

The editorial staff team of the notebook consists of educators, Logopäden, theatrical pedagogues and of teachers who inform the field showing play and which can show a long-standing professional practise.