Nepietiekama latvie\u0161u valodas apguve b\u0113rnud\u0101rzos rada ba\u017eas par t\u0101l\u0101ko izgl\u012bt\u012bbas ce\u013cu<\/p>\n
Saeimas Pilson\u012bbas, migr\u0101cijas un sabiedr\u012bbas salied\u0113t\u012bbas komisijas priek\u0161s\u0113d\u0113t\u0101js Gun\u0101rs K\u016btris ir paudis nopietnas ba\u017eas par valodas vidi Latvijas pirmsskolas izgl\u012bt\u012bbas iest\u0101d\u0113s, uzsverot nepiecie\u0161am\u012bbu piev\u0113rst pastiprin\u0101tu uzman\u012bbu tam, k\u0101 b\u0113rni savstarp\u0113ji komunic\u0113 latvie\u0161u valod\u0101.<\/p>\n
\u0160is aicin\u0101jums izskan\u0113jis, v\u0113rt\u0113jot pa\u0161reiz\u0113jo situ\u0101ciju un izaicin\u0101jumus, kas saist\u012bti ar p\u0101reju uz piln\u012bgu m\u0101c\u012bbu procesu latvie\u0161u valod\u0101, \u012bpa\u0161i maz\u0101kumtaut\u012bbu vid\u0113. K\u016btris, kop\u0101 ar citiem komisijas deput\u0101tiem, apmekl\u0113jot R\u012bgas 75. pamatskolu, konstat\u0113jis, ka skolas joproj\u0101m saskaras ar pedagogu tr\u016bkumu, kuri sp\u0113tu nodro\u0161in\u0101t kvalitat\u012bvu m\u0101c\u012b\u0161anu latvie\u0161u valod\u0101. Turkl\u0101t ir skaidrs, ka ne visi b\u0113rni, uzs\u0101kot skolas gaitas, sp\u0113j piln\u012bb\u0101 saprast latvie\u0161u valodu, kas liecina par valodas apguves nepiln\u012bb\u0101m jau pirmsskolas posm\u0101.<\/p>\n
\n“J\u0101piev\u0113r\u0161 uzman\u012bba, k\u0101 pirmsskolas izgl\u012bt\u012bbas iest\u0101d\u0113s b\u0113rni sarun\u0101jas latvie\u0161u valod\u0101 \u2013 tam, k\u0101 notiek sarunvaloda,” uzsv\u0113ris K\u016btris.<\/p>\n<\/blockquote>\n
\u0160\u012b situ\u0101cija rada nelielu satraukumu, jo b\u0113rna sp\u0113ja pilnv\u0113rt\u012bgi apg\u016bt jaunas zin\u0101\u0161anas un veiksm\u012bgi integr\u0113ties sabiedr\u012bb\u0101 tie\u0161i ir atkar\u012bga no valodas prasm\u0113m. Valoda ir ne tikai sazi\u0146as l\u012bdzeklis, bet ar\u012b instruments pasaules izzin\u0101\u0161anai un sevis paud\u0113js. K\u0101 nor\u0101da speci\u0101listi, valoda sev\u012b ietver kult\u016bras v\u0113rt\u012bbas, sabiedr\u012bbas pieredzi un tautas gar\u012bgo mantojumu. T\u0101d\u0113\u013c ir vit\u0101li svar\u012bgi, lai valsts valodas apguve notiktu m\u0113r\u0137tiec\u012bgi un sist\u0113miski jau no mazotnes.<\/p>\n
Izaicin\u0101jumi vienot\u0101s skolas reform\u0101<\/p>\n
Pa\u0161reiz\u0113jais ir tre\u0161ais un nosl\u0113dzo\u0161ais gads, kad Latvijas izgl\u012bt\u012bbas iest\u0101d\u0113s, kas \u012bsteno maz\u0101kumtaut\u012bbu pamatizgl\u012bt\u012bbas programmas, notiek piln\u012bga p\u0101reja uz m\u0101c\u012bb\u0101m latvie\u0161u valod\u0101. Izgl\u012bt\u012bbas kvalit\u0101tes valsts dienesta zi\u0146ojums par p\u0101reju uz \u201cvienoto skolu\u201d 2024.\/2025.m\u0101c\u012bbu gad\u0101 atkl\u0101j, ka, lai gan liel\u0101k\u0101 da\u013ca skolu (divas tre\u0161da\u013cas) \u0161o p\u0101reju \u012bsteno pl\u0101nveid\u012bgi, tre\u0161da\u013c\u0101 izgl\u012bt\u012bbas iest\u0101\u017eu ir konstat\u0113tas iev\u0113rojamas gr\u016bt\u012bbas. Viena no galvenaj\u0101m probl\u0113m\u0101m ir t\u0101, ka ne visi b\u0113rni pietiekami p\u0101rzina latvie\u0161u valodu, lai pilnv\u0113rt\u012bgi sekotu l\u012bdzi m\u0101c\u012bbu procesam. K\u016btris ar\u012b nor\u0101d\u012bjis, ka Izgl\u012bt\u012bbas un zin\u0101tnes ministrija (IZM) ir sol\u012bjusi nodro\u0161in\u0101t vienotu pras\u012bbu piem\u0113ro\u0161anu vis\u0101s skol\u0101s, lai izvair\u012btos no situ\u0101cijas, ka k\u0101d\u0101 skol\u0101 pras\u012bbas tiek izpild\u012btas atvieglot\u0101 re\u017e\u012bm\u0101.<\/p>\n
Latvie\u0161u valodas apguve pirmsskol\u0101 \u2013 vair\u0101k nek\u0101 tikai nodarb\u012bbas<\/p>\n
Latvie\u0161u valodas apguve pirmsskolas vecuma b\u0113rniem ir kompleksa un daudzpus\u012bga procesa. Lai gan valodu iesp\u0113jams apg\u016bt k\u0101 atsevi\u0161\u0137u m\u0101c\u012bbu priek\u0161metu, t\u0101 integr\u0113ta cit\u0101s m\u0101c\u012bbu jom\u0101s, k\u0101 ar\u012b ikdienas pastaigu un sv\u0113tku laik\u0101, speci\u0101listi uzsver, ka valodas apguvei nepiecie\u0161ama nep\u0101rtraukta un regul\u0101ra saskarsme ar valodu. K\u0101 liecina iepriek\u0161\u0113jo gadu pieredze, nereti latvie\u0161u valodas apguve maz\u0101kumtaut\u012bbu b\u0113rniem bijusi nepiln\u012bga, da\u017ek\u0101rt nodro\u0161inot tikai \u012bslaic\u012bgu kontaktu ar valodu dien\u0101. Lai veicin\u0101tu valodas apguvi, ir b\u016btiski, lai b\u0113rns atrastos latvie\u0161u valodas vid\u0113 un valodu lietotu ikdien\u0101. Tas ir \u012bpa\u0161i svar\u012bgi, \u0146emot v\u0113r\u0101, ka b\u0113rna adapt\u0101cija jaun\u0101 vid\u0113 un valod\u0101 var rad\u012bt psiholo\u0123iskas probl\u0113mas, ja netiek sniegts atbilsto\u0161s atbalsts.<\/p>\n
Pedagogiem, str\u0101d\u0101jot etniski un lingvistiski neviendab\u012bg\u0101 vid\u0113, bie\u017ei vien nepiecie\u0161ams atbalsts gan m\u0101c\u012bbu satura izv\u0113l\u0113, gan metodiskaj\u0101 nodro\u0161in\u0101jum\u0101. Lai pal\u012bdz\u0113tu skolot\u0101jiem, tiek izstr\u0101d\u0101tas rokasgr\u0101matas un metodiskie materi\u0101li, kas pied\u0101v\u0101 teor\u0113tisko pamatojumu un praktiskas idejas latvie\u0161u valodas integr\u0113tai apguvei pirmsskol\u0101 un s\u0101kumskol\u0101. \u0160ie resursi balst\u0101s uz zin\u0101tnieku p\u0113t\u012bjumiem par bilingvismu un valodu apguvi, pied\u0101v\u0101jot gan teor\u0113tiskus apsv\u0113rumus, gan praktiskus risin\u0101jumus skolot\u0101jiem.<\/p>\n
Piem\u0113ram, \u201cM\u0101c\u012bbas bilingv\u0101li un latvie\u0161u valod\u0101. Rokasgr\u0101mata s\u0101kumskolas pedagogiem\u201d pied\u0101v\u0101 risin\u0101jumus lietprat\u012bb\u0101 balst\u012bta m\u0101c\u012bbu satura apguvei latvie\u0161u valod\u0101, piev\u0113r\u0161ot uzman\u012bbu t\u0101d\u0101m svar\u012bg\u0101m prasm\u0113m k\u0101 prasme m\u0101c\u012bties, sevis izzin\u0101\u0161ana un efekt\u012bvu m\u0101c\u012b\u0161an\u0101s strat\u0113\u0123iju izmanto\u0161ana. T\u0101pat tiek pied\u0101v\u0101ti padomi komplekso uzdevumu veido\u0161anai, format\u012bvajai v\u0113rt\u0113\u0161anai un inform\u0101cijas tehnolo\u0123iju izmanto\u0161anai valodas apguv\u0113.<\/p>\n
Valodas noz\u012bme b\u0113rna att\u012bst\u012bb\u0101 un socializ\u0101cij\u0101<\/p>\n
Valoda ir fundament\u0101ls instruments b\u0113rna kognit\u012bvaj\u0101 un soci\u0101laj\u0101 att\u012bst\u012bb\u0101. T\u0101 \u013cauj ne tikai apmain\u012bties dom\u0101m un ieg\u016bt zin\u0101\u0161anas, bet ar\u012b att\u012bsta liter\u0101ri rado\u0161\u0101s sp\u0113jas un veicina runas \u0113tikas izkop\u0161anu. Jo \u012bpa\u0161i pirmsskolas vecum\u0101, kad b\u0113rns tiek gatavots skolas gait\u0101m, runas att\u012bst\u012bbai ir milz\u012bga noz\u012bme. Skolot\u0101ju runas meistar\u012bba un sp\u0113ja efekt\u012bvi izmantot v\u0101rdu k\u0101 izgl\u012btojo\u0161u r\u012bku ir \u013coti svar\u012bga. Runas att\u012bst\u012bbas rota\u013cnodarb\u012bbas pirmsskol\u0101 parasti aptver ska\u0146u izrunas kult\u016bras veido\u0161anu, v\u0101rdu kr\u0101juma papla\u0161in\u0101\u0161anu, gramatiski pareizas runas att\u012bst\u012b\u0161anu, st\u0101st\u012btm\u0101c\u012b\u0161anu un pat las\u012btm\u0101c\u012b\u0161anas pirmss\u0101kumus.<\/p>\n
Pasakas, piem\u0113ram, tiek uzskat\u012btas par neat\u0146emamu b\u0113rn\u012bbas sast\u0101vda\u013cu un vienu no efekt\u012bv\u0101kajiem pa\u0146\u0113mieniem b\u0113rnu runas att\u012bst\u012bbai. T\u0101s iepaz\u012bstina b\u0113rnus ar pasauli, m\u0101ca dom\u0101t, izjust un at\u0161\u0137irt labo no \u013caun\u0101. Pasaku terapija, k\u0101 viens no m\u0101kslas terapijas veidiem, pal\u012bdz b\u0113rniem izprast re\u0101l\u0101s dz\u012bves situ\u0101cijas un t\u0113lu uzved\u012bbu, veicinot pieredzes uzkr\u0101\u0161anu un r\u012bc\u012bbas izv\u0113rt\u0113\u0161anu.<\/p>\n
Lai gan b\u0113rniem bie\u017ei vien nav aizliegts sav\u0101 starp\u0101 komunic\u0113t jebkur\u0101 valod\u0101, kura vi\u0146iem ir \u0113rt\u0101ka, tom\u0113r speci\u0101listi br\u012bdina par riskiem, kas saist\u012bti ar b\u0113rnu valodas att\u012bst\u012bbas trauc\u0113jumiem un psiholo\u0123isk\u0101m probl\u0113m\u0101m, ja vi\u0146i s\u0101kum\u0101 non\u0101k vid\u0113, kur\u0101 valodas apguve notiek p\u0101r\u0101k strauji vai bez pietiekama atbalsta. Valodas dinamika un daudzvalod\u012bba ir dabiska par\u0101d\u012bba, ta\u010du efekt\u012bva valodu apguve prasa strat\u0113\u0123isku pieeju un atbilsto\u0161u atbalstu gan b\u0113rniem, gan pedagogiem.<\/p>\n","protected":false},"excerpt":{"rendered":"Nepietiekama latvie\u0161u valodas apguve b\u0113rnud\u0101rzos rada ba\u017eas par t\u0101l\u0101ko izgl\u012bt\u012bbas ce\u013cu Saeimas Pilson\u012bbas, migr\u0101cijas un sabiedr\u012bbas salied\u0113t\u012bbas komisijas…\n","protected":false},"author":2,"featured_media":19191,"comment_status":"","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[23,28,29,32,33,6277,22,6275,30,31,35,39,38,36,37,34,40,20,6274,26,27,24,25,6276,21],"class_list":{"0":"post-19190","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-aktualitates","8":"tag-aktualitates","9":"tag-breaking-news","10":"tag-breakingnews","11":"tag-featured-news","12":"tag-featurednews","13":"tag-gunars-kutris","14":"tag-headlines","15":"tag-izglitibas-reforma","16":"tag-latest-news","17":"tag-latestnews","18":"tag-latvia","19":"tag-latvian","20":"tag-latviesu","21":"tag-latviesu-valoda","22":"tag-latviesuvaloda","23":"tag-latvija","24":"tag-lv","25":"tag-news","26":"tag-pirmsskola","27":"tag-popularakas-zinas","28":"tag-popularakaszinas","29":"tag-top-stories","30":"tag-topstories","31":"tag-valodas-apguve","32":"tag-zinas"},"share_on_mastodon":{"url":"","error":""},"_links":{"self":[{"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/posts\/19190","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/comments?post=19190"}],"version-history":[{"count":0,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/posts\/19190\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/media\/19191"}],"wp:attachment":[{"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/media?parent=19190"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/categories?post=19190"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.europesays.com\/lv\/wp-json\/wp\/v2\/tags?post=19190"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}