Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1

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Тема: search.filters.subject.language development

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    Neurolinguistic Features of Digital Autism
    (Ahmet Yesevi University, 2024-03-30)
    А.G. Sembayeva
    ;
    K.N. Shokhayeva
    The way of thinking and consciousness of a person is not only a problem of an individual, but also a general socio-social problem. In the modern era of “digitalization”, the phenomenon of “digital autism” is rapidly gaining momentum among the younger generation, especially among children and adolescents. Screeners, buzzers or Generation “Z” are modern children who cannot imagine their lives without electronic devices. This makes it difficult not only for the child to develop language abilities and speech activity, but also to adapt to the social environment, get an education, and the path to professional success. The article examines the impact of digital autism, which is the impact of autism on people's daily and personal lives. Currently, social networking or excessive spending time in a virtual environment can give people an advantage over direct communication and give them emotional freedom and confidence that are not always present in ordinary communication. However, excessive isolation from society, the distinction between virtual and real life situations, their correct assessment and the development of specific solutions create certain difficulties. The complexity of the issue of digital autism lies in the fact that digital autism occurs not only in children, but also in adults. Unfortunately, there are few neurolinguistic studies on the prevention of digital autism, treatment of autism, rehabilitation, and restoration of brain function. Digital autism is one of the most difficult problems that requires studying at the junction of several sciences, such as neurolinguistics, sociology, medicine, defectology, from the point of view of the anthropolinguistic paradigm.
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    Place of Residence Affects Preschool Children's Speech Development: A Study on Children Living in Apartments and Neighborhoods
    (2025-04-05)
    Saira Zhiyenbayeva
    ;
    Nabuova Roza
    ;
    Manara Adamova
    ;
    Zhanar Sagaliyeva
    ;
    Gulshat Onlanbekkyzy
    The aim of this study is to examine the effect of the place of residence on the speech development of preschool children living in an apartment or neighbourhood. In the study, children's speech skills were evaluated using the Expert Assessment Scale of Speech Skills (EASSS) developed by Işık Aydın and Erdem (2022). In this context, 100 students (53 living in an apartment and 47 living in a neighbourhood) were analysed by expert therapists according to the EASSS results. According to these findings, although the EASSS total score frequencies of the participants differed, it was observed that children living in apartments had a significant delay in speech development compared to those living in the neighbourhood (t=-8.488, p<.001, Cohen's d=-2.44). In conclusion, social isolation is thought to be one of the main causes of speech development delay in children living in apartment buildings. Therefore, it is thought that it is important to create common playgrounds to support the language development of children living in these areas.
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    Innovative Play-Based Methodologies for Development of Communication Skills of Preschoolers
    (Kazakh National Pedagogical University, 2025-06-01)
    Bainazarova Tursynay
    ;
    Aisulu Shayakhmetova
    ;
    NAZGUL TILEUBAYEVA
    ;
    Gulmira Myshbayeva
    ;
    Manshuk B. Kurmanbekova
    The study examines the challenges of fostering communicative competencies among preschool-aged children through play-based pedagogical approaches, addressing the need for systematic approaches to developing communication skills in early childhood education. Methodology and Methods. The research employs comprehensive theoretical analysis of fundamental characteristics underlying communicative skills, drawing upon seminal contributions from distinguished scholars including L.S. Vygotsky, A.V. Zaporozhets, M.I. Lisina, T.A. Repina, E.V. Subbotsky, S.G. Yakobson, and other prominent figures in developmental psychology and educational theory. A systematic taxonomy approach was utilized to categorize communicative competencies. Results. The investigation provides conceptual clarification of communication skills and presents a systematic taxonomy encompassing three primary dimensions: informational-communicative, regulatory-communicative, and affective-communicative competencies. Contemporary gaming methodologies demonstrating significant potential for advancing communicative skill acquisition were delineated. Evaluative criteria encompassing cognitive, motivational, and behavioral dimensions were established, with three developmental proficiency levels identified: emergent, developing, and advanced. A comprehensive diagnostic protocol for assessing communicative skill development in preschool populations was developed. Scientific novelty. The research elucidates scientific and theoretical frameworks underlying communicative skill development in preschool children, conceptualizing play-based activities as efficacious pedagogical instruments that facilitate acquisition of effective interpersonal interaction strategies and enhance comprehensive language development. Practical significance. Evidence-based methodological guidelines for educators were formulated to enhance communicative competency levels of young learners, providing practical tools for implementing play-based approaches in preschool educational settings.
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    The Role of TV Programmes in Developing Children's Language Skills
    (2025-08-24)
    Didar Ryskulbek
    ;
    Bakytgul Moldagali
    ;
    Gaziza Shoibekova
    ;
    Zhuparkul Aulbekova
    ;
    Л. Ә. Ибраймова
    This study aims to examines the impact of television programs in developing children’s language skills, with a focus on the deficiencies in the language used in TV programming. To explore these issues, the authors conducted a comprehensive survey across all regions of Kazakhstan and analysed the findings. Based on respondents’ feedback, the study identified primary challenges and drew conclusions grounded in scholarly perspectives. The survey addressed several aspects, including the language of children's television programmes and its effect on linguistic development, children's fluency in Kazakh, the extent to which media language conforms to linguistic norms, common speech deficiencies among children, and the amount of time children spend watching television. The survey involved 407 participants. Lexical deviations in children's language were analysed using data from a social questionnaire completed by respondents. Conducted across diverse demographic and geographic regions, the survey results show the frequency and impact of various social factors contributing to lexical deviations, including children's exposure to television. The study also highlighted the role of parents in fostering native language development (Kazakh) and confirmed that the surrounding environment – especially television – affects children’s adherence to lexical norms. The questionnaire was administered in the state language, with respondents given the opportunity to provide additional comments. Based on the findings, the study assessed the impact of television on children's language development and proposed recommendations for linguistic, cultural, and social interventions.
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    МЕКТЕП ЖАСЫНА ДЕЙІНГІ АУТИСТІК СПЕКТРІ БҰЗЫЛЫСЫНЫҢКОММУНИКАТИВТІК ДАҒДЫЛАРЫН ПСИХОЛОГИЯЛЫҚ ЗЕРТТЕУ
    (2026-07-01)
    А. Бейбітқызы
    ;
    Б.Д. Жигитбекова
    Бұл мақала мектеп жасына дейінгі аутистік спектр бұзылысы (АСБ) бар балалардың коммуникативтік дағдыларының психологиялық ерекшеліктерін зерттеуге арналған. Қазіргі уақытта аутизмнің таралуы артып отырғандықтан, ерте жастағы әлеуметтік және тілдік даму мәселелерін ғылыми тұрғыдан талдау өзекті болып отыр. Коммуникация бұзылыстары АСБ-ның жетекші белгілерінің бірі болғандықтан, оларды кешенді зерттеу ерте диагностика мен тиімді психологиялық қолдауды ұйымдастыруға мүмкіндік береді. Зерттеу барысында мектеп жасына дейінгі балалардың вербалды және вербалды емес коммуникациясы, әлеуметтік бастама көрсету ерекшеліктері және эмоциялық жауап беру деңгейі қарастырылды. Сонымен қатар, ата-анамен өзара әрекет сипаты мен баланың әлеуметтік белсенділігі талданды. Зерттеу нәтижелері АСБ бар балаларда сөздік қордың шектеулілігі, диалогқа өздігінен түсу қиындығы, көзбен байланыс пен ым-ишараның әлсіздігі, сондай-ақ әлеуметтік бастаманың төмендігі байқалатынын көрсетті. Қорытындылай келе, мектеп жасына дейінгі АСБ бар балалардың коммуникативтік дамуы кешенді сипаттағы психологиялық қолдауды қажет етеді. Ерте диагностика мен жүйелі сүйемелдеу баланың әлеуметтік бейімделуіне және болашақтағы білім алу үдерісіне оң әсер етеді. Зерттеу нәтижелері инклюзивті білім беру жағдайында ерте коррекциялық жұмыстарды ұйымдастыруға ғылыми негіз бола алады.