| Articolul precedent |
| Articolul urmator |
 |
 45 0 |
| Căutarea după subiecte similare conform CZU |
| 376.353 (26) |
| Воспитание, образование и обучение особых групп лиц. Специальные школы (658) |
 SM ISO690:2012ICHIM, Radu Gabriel. Clarificări terminologice privind competența de comunicare a copiilor surzi . In: Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare, 3-4 noiembrie 2023, Chişinău. Chişinău: CEP UPS „I.Creangă”, 2023, Ediția 1-a, pp. 445-449. ISBN 978-9975-46-867-1 (PDF). DOI: https://doi.org/10.46727/c.03-04-11-2023.p444-448 |
| EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
| Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare Ediția 1-a, 2023 |
||||||
|
Conferința "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare" Chişinău, Moldova, 3-4 noiembrie 2023 | ||||||
|
||||||
| DOI:https://doi.org/10.46727/c.03-04-11-2023.p444-448 | ||||||
| CZU: 376.353 | ||||||
| Pag. 445-449 | ||||||
|
||||||
 Descarcă PDF |
||||||
| Rezumat | ||||||
Communication is the essential condition for a child's cognitive and physical development; likewise, it is a primordial necessity for coexistence in society. The child advances in communication competence, the contexts becoming more and more complex and diverse. By developing communication skills, children acquire a complex symbolic system that they will develop and perfect throughout their lives. In students with severe hearing impairment, communication competence, cognition, and pragmatic skills require simultaneous development, using a systematic program, students will follow the same developmental stages as a typically developing child. While communicating only involves sending a message, regardless of the presence or absence of hearing, children can communicate, but acquiring language is a step forward. While hearing children use verbal language, deaf children use sign language. Important is the existence of a language that can offer the possibility of interactions with those around. Deaf children simultaneously acquire several forms of communication: the verbal language (oral and written) which is presented as a tool for thinking, the digital alphabet and communication through gestures. Bilingualism is preserved during the whole life in the deaf communication activity. |
||||||
| Cuvinte-cheie communication, competence, communication competence, deaf children, sign language |
||||||
|
Dublin Core Export
<?xml version='1.0' encoding='utf-8'?> <oai_dc:dc xmlns:dc='http://purl.org/dc/elements/1.1/' xmlns:oai_dc='http://www.openarchives.org/OAI/2.0/oai_dc/' xmlns:xsi='http://www.w3.org/2001/XMLSchema-instance' xsi:schemaLocation='http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd'> <dc:creator>Ichim, R.</dc:creator> <dc:date>2023</dc:date> <dc:description xml:lang='en'><p>Communication is the essential condition for a child's cognitive and physical development; likewise, it is a primordial necessity for coexistence in society. The child advances in communication competence, the contexts becoming more and more complex and diverse. By developing communication skills, children acquire a complex symbolic system that they will develop and perfect throughout their lives. In students with severe hearing impairment, communication competence, cognition, and pragmatic skills require simultaneous development, using a systematic program, students will follow the same developmental stages as a typically developing child. While communicating only involves sending a message, regardless of the presence or absence of hearing, children can communicate, but acquiring language is a step forward. While hearing children use verbal language, deaf children use sign language. Important is the existence of a language that can offer the possibility of interactions with those around. Deaf children simultaneously acquire several forms of communication: the verbal language (oral and written) which is presented as a tool for thinking, the digital alphabet and communication through gestures. Bilingualism is preserved during the whole life in the deaf communication activity.</p></dc:description> <dc:source>Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare (Ediția 1-a) 445-449</dc:source> <dc:subject>communication</dc:subject> <dc:subject>competence</dc:subject> <dc:subject>communication competence</dc:subject> <dc:subject>deaf children</dc:subject> <dc:subject>sign language</dc:subject> <dc:title>Clarificări terminologice privind competența de comunicare a copiilor surzi </dc:title> <dc:type>info:eu-repo/semantics/article</dc:type> </oai_dc:dc>
|
|
|
