Language Education of Children at the Early Schooling Age in the Aspect of Handbooks Used
- Publisher: Edukacja Elementarna w Teorii i Praktyce
Elementary Education in Theory and Practice
(issn: 2353-7787, eissn: 1896-2327)
Education | linguistic education; textbook; children of early-school age; language; speech | pedagogika | edukacja językowa; podręcznik; dziecko w młodszym wieku szkolnym; język; mowa
In the course of early-school education, young pupils’ capacity to express themselves provides a basis for building contacts with their social surroundings, exploring the world, and forming their own outlook. The ability to express one’s own thoughts is quite rightly thought to merit intensive educational input, aimed at nurturing it wherever possible. Participating in school lessons in various situations that involve practical language use, children of early-school age have a chance to discover the attributes of language itself: they learn and build concepts, discover the meanings of basic parts of speech, and uncover the sense of specific utterances. Language education should therefore be a priority in Polish schools, and a teacher of Classes I–III, engaged in organizing their education, should possess a variety didactic tools that will help to make it more appealing. One of these, obligatory and ever-present in Polish schools today, is the textbook. However, it is worth considering whether the textbooks used by teachers of Classes I–III include suggestions that would be relevant to a creatively oriented approach to Polish language education. To what extent are schoolchildren able to participate in various communicative situations while relying on their own creatively constructed utterances? The aim of this paper is to draw attention to the problems of language education of children in Classes I–III, using the findings of selected authors as its basis. In this context, the textbooks used in early-school education are analysed with respect to questions, instructions and exercises for children. Some educationally misguided approaches to working with children, on the part of teachers of Polish language classes, are indicated. However, using the current literature as a basis, the paper also points to some ideas that could be of value in this respect.