1,877 research outputs found
Utjecaj glazbe na razvoj govora
U radu se s razliÄitih motriÅ”ta razmatra pozitivan utjecaj glazbe na razvoj govora, pri Äemu se uzima u obzir porast broja govorno-jeziÄnih teÅ”koÄa. U svrhu razumijevanja obrazlaže se razvoj govora od samog roÄenja.
IstiÄu se pozitivni uÄinci glazbe kako na govor, tako i na cijelo tijelo. Cilj je istaknuti potrebu za odgovarajuÄim poticajima i razvojem poticajne okoline. Sukladno tome ukazuje se na važnost brojalica kao jednog od najboljih sredstava kojima se potiÄe govor, ali i ispravljaju se jeziÄno-govorne teÅ”koÄe u sklopu verbotonalnog sistema. U sklopu toga razmatraju se vrednote govornog jezika u kojima osjeÄamo nedjeljivu povezanost izmeÄu glazbenih i jeziÄnih elemenata
U radu se nalaze i razni primjeri brojalica koje možemo koristiti u radu s djecom, ali i primjeri glazbenih igara koje su uz brojalice snažno sredstvo za poticanje razvoja govora.This paper is considering the positive impact of music on the development of speech, from different points of view, which take into account the increase in the number of speech and language difficulties. The development of speech is explained from early age, for the purpose of understanding.
It emphasizes the positive effects of music on speech, and on the whole body. The purpose is to highlight the need for appropriate incentives and the development of a stimulating environment. In accordance with that, the importance of nursery rhymes is pointed as one of the best resources that encourage speech, but also language - speaking difficulties are being corrected within Verbotonal System. As a part of that, the spoken language values are being considered, from which we feel an inseparable connection between music and language elements. In this paper, there are various examples of nuresery rhymes that we can use to work with children, but also examples of musical games, which combined with nursery rhymes give a powerful tool for promoting the development of speech
Razvoj govora u djeÄjem vrtiÄu
Razvoj djeÄjega govora složen je proces i pod utjecajem razliÄitih Äimbenika. Govor
je socijalni fenomen te je njegov razvoj moguÄ iskljuÄivo u uvjetima ljudskog
okruženja. Polaskom djeteta u vrtiÄ govor dobiva na važnosti jer je za nesmetano
ukljuÄivanje u odgojno-obrazovni proces prijeko potrebno da je dijete ovladalo
kvalitetnim izražavanjem vlastitih misli, osjeÄaja i potreba. Prvi dio, Utjecaj okoline
na razvoj govora, prouÄava na koji naÄin djetetova okolina oblikuje govor te kako
utjeÄe na njegov razvoj. Drugi dio, Razdoblja razvoja govora kod djece, bavi se
zakonitostima ispravnoga govornog razvoja. TreÄi i Äetvrti dio, NajÄeÅ”Äi poremeÄaji
jeziÄno-govorne komunikacije i PoremeÄaji ritma i tempa govora razmatraju vrste
najÄeÅ”Äih govornih i jeziÄnih poremeÄaja djeÄje dobi te razloge i riziÄne Äimbenike
koji mogu izazvati odstupanja u govornom razvoju. TakoÄer nude smjernice za rad
odgojitelja s djecom s govornim poremeÄajima ili poremeÄajima ritma i tempa
govora. Peti dio, Razvoj govora u djeÄjem vrtiÄu, promatra na koji naÄin život u
djeÄjem vrtiÄu utjeÄe na govor djeteta, dok se Å”esti dio, Uloga odgojitelja u
govornom razvoju djece, bavi naÄinom na koji odgojitelj kao iznimno bitna osoba u
djetetovu životu utjeÄe na razvoj djeteta opÄenito, a time i na razvoj govora. Sedmi
dio, Uloga Äitanja, prouÄava na koji naÄin Äitanje slikovnica, ali i ostalih medija
obogaÄuje djetetov vokabular te se naglaÅ”ava važnost dijaloÅ”kog, a ne pasivnog
Äitanja. Osmi dio, Utjecaj prostora na govorni razvoj djece, razmatra naÄin na koji
prostor oblikuje osobe koje u njemu borave te naÄin na koji je prostorom moguÄe
potaknuti razvoj govora. Deveti dio, Provedena aktivnost: Moj kiÅ”obranÄiÄ ā moj
balonÄiÄ, opisuje provedbu aktivnosti Äitanja priÄe te zakljuÄuje kako je aktivnost
uspjeŔno provedena.Speech development is a complex process that is influenced by many factors. Speech
is a social phenomenon and as such can only be developed in a social enviroment. As
a child starts kindergarten education, speech becomes more relevant due to fact that
it is essential for good quality comunication of its thoughts, feelings, emotions and
needs.
The first part Environmental influence on speech development considers the role that
the environment plays in speech development. The second part Milestones of speech 3
development deals with the milestones of proper speech development. The third and
fourth part, Common disorders of language and speech communication and
Disorders of rhythm and tempo of speech are considering the most common types of
speech and language disorders in children, and the reasons and risk factors that can
cause variations in speech development. They also offer guidelines for anyone
working with children with speech disorders or disorders of rhythm and tempo of
speech. The fifth part: Speech development in kindergarten, observes how life in
kindergarten affects the speech of a child, while the sixth part: The role of educators
in speech development of children deals with the way the educator, as a very
important person in a child's life affects the development of the child in general, and
thus the development of speech. The seventh part, The role of reading examines how
reading picture books, and other media enrichens the child's vocabulary, and
emphasizes the importance of dialogue-like reading, rather than passive reading. The
eighth part Enviornmental impact on children's speech development examines the
way in which the enviornment impacts the children that reside in it, and the way the
enviornment can encourage language development.The ninth part Conducted
activity: Moj kiÅ”obranÄiÄ- moj balonÄiÄ describes the activity of reading a story with
children and concludes that the activity was carried out successfully
Speech development and disorders in children
Govor se razvija pod utjecajem puno razliÄitih Äimbenika. Psiholozi i drugi istraživaÄi joÅ” uvijek pokuÅ”avaju odrediti toÄne procese koji su opÄi i temeljni za razvoj govora. Može se promatrati i kao socijelni fenomen jer se razvija iskljuÄivo u socijalnim zajednicama. Razvoj govora prati i svoje odreÄene faze. On se kreÄe od predverbalne do verbalne faze. Bitni preduvjeti za razvoj govora su razvijeni govorni organi i uredan sluh. S druge strane, neki od znakova koji nam ukazuju na moguÄe govorne teÅ”koÄe su izostanak gukanja i prve rijeÄi ili oÅ”teÄenje sluha. Neki od govornih poremeÄaja su usporen govorno-jeziÄni razvoj, mucanje i govorna apraksija. Saznanje o navedenim poremeÄajima daje moguÄnost ranog prepoznavanja i poticanja. Poticanje govora se odnosi na rehabilitaciju, ukljuÄenost struÄnjaka i okoline. NajveÄu ulogu ovdje imaju roditelji koji to mogu Äiniti u svakodnevnim aktivnostima kao Å”to je Äitanje, pjevanje i ohrabrivanje djeteta bez obzira na greÅ”ke koje ono Äini.Development of the speech is under the influence of many aspects. Psychologists and other researchers are still trying to determine the precise means that are fundamental to speech development. It can also be seen as a social phenomenon as it develops in social communities. Speech development follows its own specific stage. It shifts from the preverbal to the verbal phase. A central need for speech development is a developed speech and hearing mechanism. On the other hand, some of the signs that point to possible speech difficulties are the absence of throbbing and first words or hearing deterioration. Some of the speech disorders are slower speech development, stuttering, and speech apraxia. Learning about the above-mentioned disorders gives you the possibility of early recognition and encouragement. Speech stimulation refers to rehabilitation, involvement of experts and the environment. Parents have the greatest role in providing everyday activities such as reading, singing, and encouragement regardless of the mistakes that child makes
Razvoj govora u djeÄjem vrtiÄu
Razvoj djeÄjega govora složen je proces i pod utjecajem razliÄitih Äimbenika. Govor
je socijalni fenomen te je njegov razvoj moguÄ iskljuÄivo u uvjetima ljudskog
okruženja. Polaskom djeteta u vrtiÄ govor dobiva na važnosti jer je za nesmetano
ukljuÄivanje u odgojno-obrazovni proces prijeko potrebno da je dijete ovladalo
kvalitetnim izražavanjem vlastitih misli, osjeÄaja i potreba. Prvi dio, Utjecaj okoline
na razvoj govora, prouÄava na koji naÄin djetetova okolina oblikuje govor te kako
utjeÄe na njegov razvoj. Drugi dio, Razdoblja razvoja govora kod djece, bavi se
zakonitostima ispravnoga govornog razvoja. TreÄi i Äetvrti dio, NajÄeÅ”Äi poremeÄaji
jeziÄno-govorne komunikacije i PoremeÄaji ritma i tempa govora razmatraju vrste
najÄeÅ”Äih govornih i jeziÄnih poremeÄaja djeÄje dobi te razloge i riziÄne Äimbenike
koji mogu izazvati odstupanja u govornom razvoju. TakoÄer nude smjernice za rad
odgojitelja s djecom s govornim poremeÄajima ili poremeÄajima ritma i tempa
govora. Peti dio, Razvoj govora u djeÄjem vrtiÄu, promatra na koji naÄin život u
djeÄjem vrtiÄu utjeÄe na govor djeteta, dok se Å”esti dio, Uloga odgojitelja u
govornom razvoju djece, bavi naÄinom na koji odgojitelj kao iznimno bitna osoba u
djetetovu životu utjeÄe na razvoj djeteta opÄenito, a time i na razvoj govora. Sedmi
dio, Uloga Äitanja, prouÄava na koji naÄin Äitanje slikovnica, ali i ostalih medija
obogaÄuje djetetov vokabular te se naglaÅ”ava važnost dijaloÅ”kog, a ne pasivnog
Äitanja. Osmi dio, Utjecaj prostora na govorni razvoj djece, razmatra naÄin na koji
prostor oblikuje osobe koje u njemu borave te naÄin na koji je prostorom moguÄe
potaknuti razvoj govora. Deveti dio, Provedena aktivnost: Moj kiÅ”obranÄiÄ ā moj
balonÄiÄ, opisuje provedbu aktivnosti Äitanja priÄe te zakljuÄuje kako je aktivnost
uspjeŔno provedena.Speech development is a complex process that is influenced by many factors. Speech
is a social phenomenon and as such can only be developed in a social enviroment. As
a child starts kindergarten education, speech becomes more relevant due to fact that
it is essential for good quality comunication of its thoughts, feelings, emotions and
needs.
The first part Environmental influence on speech development considers the role that
the environment plays in speech development. The second part Milestones of speech 3
development deals with the milestones of proper speech development. The third and
fourth part, Common disorders of language and speech communication and
Disorders of rhythm and tempo of speech are considering the most common types of
speech and language disorders in children, and the reasons and risk factors that can
cause variations in speech development. They also offer guidelines for anyone
working with children with speech disorders or disorders of rhythm and tempo of
speech. The fifth part: Speech development in kindergarten, observes how life in
kindergarten affects the speech of a child, while the sixth part: The role of educators
in speech development of children deals with the way the educator, as a very
important person in a child's life affects the development of the child in general, and
thus the development of speech. The seventh part, The role of reading examines how
reading picture books, and other media enrichens the child's vocabulary, and
emphasizes the importance of dialogue-like reading, rather than passive reading. The
eighth part Enviornmental impact on children's speech development examines the
way in which the enviornment impacts the children that reside in it, and the way the
enviornment can encourage language development.The ninth part Conducted
activity: Moj kiÅ”obranÄiÄ- moj balonÄiÄ describes the activity of reading a story with
children and concludes that the activity was carried out successfully
Utjecaj glazbe na razvoj govora
U radu se razmatra pozitivan utjecaj glazbe na razvoj govora. U svrhu toga, objaÅ”njen je psiholoÅ”ki utjecaj glazbe na razvoj mozga, te naÄin na koji zvuk dolazi do receptora potrebnih za daljnje percipiranje. Sukladno tome, na važnosti dobiva i osjet za ravnotežu koji je potreban za daljnje ovladavanje motorikom, takoÄer važne za razvijanje govora. UzroÄno ā posljediÄna veza potkrijepljena je primjerima pokreta i usporedbom vježbi za razvoj motoriÄkih pokreta ruku te sviranjem glazbenih instrumenata. IstiÄe se važnost i povezanost glazbenih elemenata i vrednota govorenog jezika te korekcija govornih i komunikacijskih teÅ”koÄa putem ritmiziranih pjesama i igara. TakoÄer se navodi važnost glazbenog odgoja unutar odgojno ā obrazovnih ustanova koji rezultira cjelokupnim razvojem djeteta.This paper discusses the positive influence of music on speech development. More specifically, it explores the psychological impact of music on the developing brain and the method by which sound reaches the necessary receptors for further perception. Furthermore, it facilitates the sense of balance needed to master motor skills, which are also crucial to speech development. This casual relationship is supported by examples of movement and additionally, by similarly comparing exercises to aid in the development of motor arm movments ild. using the release of musical instruments. The importance and connectivity of the musical elements and the value of the spoken language are emphasized, as is the improvement of speech and communication difficulties through rhytmic songs and games. This paper also cites the importance of music education within educational institutions, which are fundamental in the overall development of the child
Utjecaj glazbe na razvoj govora
U radu se razmatra pozitivan utjecaj glazbe na razvoj govora. U svrhu toga, objaÅ”njen je psiholoÅ”ki utjecaj glazbe na razvoj mozga, te naÄin na koji zvuk dolazi do receptora potrebnih za daljnje percipiranje. Sukladno tome, na važnosti dobiva i osjet za ravnotežu koji je potreban za daljnje ovladavanje motorikom, takoÄer važne za razvijanje govora. UzroÄno ā posljediÄna veza potkrijepljena je primjerima pokreta i usporedbom vježbi za razvoj motoriÄkih pokreta ruku te sviranjem glazbenih instrumenata. IstiÄe se važnost i povezanost glazbenih elemenata i vrednota govorenog jezika te korekcija govornih i komunikacijskih teÅ”koÄa putem ritmiziranih pjesama i igara. TakoÄer se navodi važnost glazbenog odgoja unutar odgojno ā obrazovnih ustanova koji rezultira cjelokupnim razvojem djeteta.This paper discusses the positive influence of music on speech development. More specifically, it explores the psychological impact of music on the developing brain and the method by which sound reaches the necessary receptors for further perception. Furthermore, it facilitates the sense of balance needed to master motor skills, which are also crucial to speech development. This casual relationship is supported by examples of movement and additionally, by similarly comparing exercises to aid in the development of motor arm movments ild. using the release of musical instruments. The importance and connectivity of the musical elements and the value of the spoken language are emphasized, as is the improvement of speech and communication difficulties through rhytmic songs and games. This paper also cites the importance of music education within educational institutions, which are fundamental in the overall development of the child
Utjecaj glazbe na razvoj govora
U radu se razmatra pozitivan utjecaj glazbe na razvoj govora. U svrhu toga, objaÅ”njen je psiholoÅ”ki utjecaj glazbe na razvoj mozga, te naÄin na koji zvuk dolazi do receptora potrebnih za daljnje percipiranje. Sukladno tome, na važnosti dobiva i osjet za ravnotežu koji je potreban za daljnje ovladavanje motorikom, takoÄer važne za razvijanje govora. UzroÄno ā posljediÄna veza potkrijepljena je primjerima pokreta i usporedbom vježbi za razvoj motoriÄkih pokreta ruku te sviranjem glazbenih instrumenata. IstiÄe se važnost i povezanost glazbenih elemenata i vrednota govorenog jezika te korekcija govornih i komunikacijskih teÅ”koÄa putem ritmiziranih pjesama i igara. TakoÄer se navodi važnost glazbenog odgoja unutar odgojno ā obrazovnih ustanova koji rezultira cjelokupnim razvojem djeteta.This paper discusses the positive influence of music on speech development. More specifically, it explores the psychological impact of music on the developing brain and the method by which sound reaches the necessary receptors for further perception. Furthermore, it facilitates the sense of balance needed to master motor skills, which are also crucial to speech development. This casual relationship is supported by examples of movement and additionally, by similarly comparing exercises to aid in the development of motor arm movments ild. using the release of musical instruments. The importance and connectivity of the musical elements and the value of the spoken language are emphasized, as is the improvement of speech and communication difficulties through rhytmic songs and games. This paper also cites the importance of music education within educational institutions, which are fundamental in the overall development of the child
The language of picture books and children's language development
Tema ovoga rada vezana je uz djeÄju književnost, prije svega uz to Å”to su slikovnice te na koji naÄin djeluju na djeÄji jeziÄni razvoj. U radu Äe se tematizirati faze djeÄjih jeziÄnih razvoja, Å”to utjeÄe na njega. Kada se kod djece javljaju prvi interesi za slikovnice i Äitanje. Analizirat Äe se jezik slikovnice na koji su naÄin pisane, struktura reÄenica, tekstura same slikovnice, odnos boja te kako su slikovnice poredane prema dobi djeteta. Osim teorijskoga dijela ovaj zavrÅ”ni rad obuhvaÄa prouÄavanja nekoliko primjera slikovnica prema prethodno prepoznatim znaÄajkama. Sve slikovnice koje Äe se prouÄavati prikazat Äe se i u radu.The theme of this paper is related to children's literature, above all how the picture books how and how they work on children's language development. The paper focuses on children's language development phases, which affect it. When children are first interese din picture books and reading. The language of the bookmark will be analyzed, the ructure oft he sentence, the texture of the picture itself, the color ratio and how the picture books are arranged according to the age of the child. In addition to the theoretical part, this final work will involves studying several examples of picture books according previously recognized features. All the pictures that will be studied will be displayed in the work
Razvoj govora u djeÄjem vrtiÄu
Razvoj djeÄjega govora složen je proces i pod utjecajem razliÄitih Äimbenika. Govor
je socijalni fenomen te je njegov razvoj moguÄ iskljuÄivo u uvjetima ljudskog
okruženja. Polaskom djeteta u vrtiÄ govor dobiva na važnosti jer je za nesmetano
ukljuÄivanje u odgojno-obrazovni proces prijeko potrebno da je dijete ovladalo
kvalitetnim izražavanjem vlastitih misli, osjeÄaja i potreba. Prvi dio, Utjecaj okoline
na razvoj govora, prouÄava na koji naÄin djetetova okolina oblikuje govor te kako
utjeÄe na njegov razvoj. Drugi dio, Razdoblja razvoja govora kod djece, bavi se
zakonitostima ispravnoga govornog razvoja. TreÄi i Äetvrti dio, NajÄeÅ”Äi poremeÄaji
jeziÄno-govorne komunikacije i PoremeÄaji ritma i tempa govora razmatraju vrste
najÄeÅ”Äih govornih i jeziÄnih poremeÄaja djeÄje dobi te razloge i riziÄne Äimbenike
koji mogu izazvati odstupanja u govornom razvoju. TakoÄer nude smjernice za rad
odgojitelja s djecom s govornim poremeÄajima ili poremeÄajima ritma i tempa
govora. Peti dio, Razvoj govora u djeÄjem vrtiÄu, promatra na koji naÄin život u
djeÄjem vrtiÄu utjeÄe na govor djeteta, dok se Å”esti dio, Uloga odgojitelja u
govornom razvoju djece, bavi naÄinom na koji odgojitelj kao iznimno bitna osoba u
djetetovu životu utjeÄe na razvoj djeteta opÄenito, a time i na razvoj govora. Sedmi
dio, Uloga Äitanja, prouÄava na koji naÄin Äitanje slikovnica, ali i ostalih medija
obogaÄuje djetetov vokabular te se naglaÅ”ava važnost dijaloÅ”kog, a ne pasivnog
Äitanja. Osmi dio, Utjecaj prostora na govorni razvoj djece, razmatra naÄin na koji
prostor oblikuje osobe koje u njemu borave te naÄin na koji je prostorom moguÄe
potaknuti razvoj govora. Deveti dio, Provedena aktivnost: Moj kiÅ”obranÄiÄ ā moj
balonÄiÄ, opisuje provedbu aktivnosti Äitanja priÄe te zakljuÄuje kako je aktivnost
uspjeŔno provedena.Speech development is a complex process that is influenced by many factors. Speech
is a social phenomenon and as such can only be developed in a social enviroment. As
a child starts kindergarten education, speech becomes more relevant due to fact that
it is essential for good quality comunication of its thoughts, feelings, emotions and
needs.
The first part Environmental influence on speech development considers the role that
the environment plays in speech development. The second part Milestones of speech 3
development deals with the milestones of proper speech development. The third and
fourth part, Common disorders of language and speech communication and
Disorders of rhythm and tempo of speech are considering the most common types of
speech and language disorders in children, and the reasons and risk factors that can
cause variations in speech development. They also offer guidelines for anyone
working with children with speech disorders or disorders of rhythm and tempo of
speech. The fifth part: Speech development in kindergarten, observes how life in
kindergarten affects the speech of a child, while the sixth part: The role of educators
in speech development of children deals with the way the educator, as a very
important person in a child's life affects the development of the child in general, and
thus the development of speech. The seventh part, The role of reading examines how
reading picture books, and other media enrichens the child's vocabulary, and
emphasizes the importance of dialogue-like reading, rather than passive reading. The
eighth part Enviornmental impact on children's speech development examines the
way in which the enviornment impacts the children that reside in it, and the way the
enviornment can encourage language development.The ninth part Conducted
activity: Moj kiÅ”obranÄiÄ- moj balonÄiÄ describes the activity of reading a story with
children and concludes that the activity was carried out successfully
Utjecaj medija na razvoj govora djeteta
Prve tri godine života najintenzivnije su za jeziÄno-govorni razvoj djeteta. U intelektualno poticajnoj i emocionalno zdravoj sredini, u ozraÄju razumijevanja i ljubavi, dijete Äe uspjeÅ”no razvijati svoje potencijale. U ovome radu se definira pojam medijske pismenosti i naÄela na kojima se suvremeni koncept medijske pismenosti zasniva. TakoÄer se kritiÄki razmatra utjecaj medija, posebno televizije, raÄunala te interneta na govor djece predÅ”kolskog i ranog Å”kolskog uzrasta. Sve je intenzivnija uporaba medija, odnosno, djeca provode sve viÅ”e vremena pred televizijskim aparatima i raÄunalima. U radu se na temelju teorije i istraživanja odgovara na pitanja pedagoÅ”ke opravdanosti uporabe medija u ranom djetinjstvu, s posebnim osvrtom na razvoj govora.
Djeca su najosjetljiviji korisnici medija. Posebno djeca predÅ”kolske dobi, Äije se kritiÄko miÅ”ljenje i sposobnost logiÄkog zakljuÄivanja joÅ” razvijaju te su zbog toga viÅ”e podložna negativnom utjecaju medija. Prema brojnim autorima, djeca uz televizor i druge medije dnevno provode 3 do 4 sata, najviÅ”e uz televizor, video-igre i internet (Sindik, 2012, IliÅ”in, MarinoviÄ, Bobinac, Radin, 2001). Mediji igraju važnu ulogu u poticanju jeziÄno-govornog razvoja djece. Kvalitetni crtani filmovi, televizijske emisije, videoigre mogu prenositi znanja i pozitivno djelovati na razvoj djeÄje komunikacijske kompetencije. Ovim radom nastojim odgovoriti na pitanje: Koji su pozitivni utjecaji medija na jeziÄno-govorni razvoj djeteta, a koji su pak negativni? Odrasli trebaju biti djeÄji sugovornici: pitaÄi, sluÅ”atelji, poticatelji djeÄjih jeziÄnih moguÄnosti. Kada su roditelji i odgojitelji viÅ”e partneri, a manje autoriteti, djeca dulje i viÅ”e uživaju u interakciji. Djecu treba motivirati na razmiÅ”ljanje i razgovor o razliÄitim temama, da postavljaju pitanja i pronalaze odgovore, treba ih hrabriti da govore o sebi i drugima, igrati se s njima. Kroz igru predÅ”kolsko dijete najprirodnije spoznaje svijet. Igra motivira izražavanje misli i osjeÄaja, divergentno miÅ”ljenje, razvija jeziÄne sposobnosti, stvara svijest o moguÄnostima jezika (dijete shvaÄa npr. da jezikom može izraziti svoje miÅ”ljenje, razumjeti drugoga, suosjeÄati s drugima). Igra pruža zadovoljstvo, omoguÄuje komunikaciju i socijalizaciju, tj. interakciju s odraslima i vrÅ”njacima. Dijete se u igri može osloboditi negativnih
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iskustava njihovim ponavljanjem. Rad donosi i istraživanje, koje sem provela, o izloženosti djece medijima iz perspektive roditelja.The first three years of life are the most intense for the linguistic-speaking development of the child. In an intellectually stimulating and emotionally healthy environment, in an atmosphere of understanding and love, the child will successfully develop their potentials. This text defines the notion of media literacy and the principles on which the contemporary concept of media literacy is based. The influence of the media, especially television, computers and the internet, on the speech of children of preschool and early school age is also critically considered. The more intensive use of media is, the children spend more and more time on television and computers. The text is based on theory and research on questions of pedagogical justification of the use of early childhood media, with special emphasis on speech development.
Children are the most sensitive media users. Particularly children of preschool age, whose critical thinking and logical conclusion are still developing and are therefore more susceptible to the negative influence of the media. According to numerous authors, children with TV and other media spend 3 to 4 hours a day, mostly with TV, video games and internet (Sindik, 2012, IliÅ”in, MarinoviÄ, Bobinac, Radin, 2001). Media play an important role in encouraging children's linguistic-speech development. High quality cartoons, TV shows, video games can transfer knowledge and positively affect the development of child communication skills. With this text I try to answer the question: "What are the positive influences of the media on the language-speaking development of the child, and which are negative influences?ā Adults should be children's interlocutors: askers, listeners, supporters of children's language options. When parents and educators are more partners and fewer authorities, children have more and more enjoyment of interaction. Children should be motivated to think and talk about different topics, ask questions and find answers, encourage them to talk about themselves and others, play with them. Through the game, the pre-school child is learning on the most natural way. The game motivates the expression of thoughts and feelings, divergent thinking, developing language skills, creating awareness of the possibilities of language (the child understands, for example, that he can express his / her own language, understand one another, sympathize with others). The game provides pleasure, allows communication and
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socialization, interaction with adults and peers. A child in the game can relieve the negative experiences of their repetition. This text also provides a research on the exposure of children to the media from the parents perspective
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