Jaunesniojo mokyklinio amžiaus vaikų, turinčių kalbos sutrikimų, verbalinio kūrybiškumo ypatumai ir prielaidos

LTStraipsnyje nagrinėjama verbalinio kūrybiškumo samprata. Šio kūrybiškumo apraiškomis laikant verbalinį iškalbingumą, originalumą bei lankstumą, atskleidžiami jaunesniojo mokyklinio amžiaus mokinių, turinčių kalbos sutrikimų, verbalinio kūrybiškumo ypatumai. Pagrindines pedagogines prielaidas, turinčias įtakos šio amžiaus vaikų verbaliniam kūrybiškumui, pavyko ne tik atskleisti, bet ir argumentuoti pasitelkiant statistinę analizę. [Iš leidinio]Reikšminiai žodžiai: Jaunesniojo mokyklinio amžiaus vaikai; Kalbos sutrikimai; Kalbos sutrikimų turintys vaikai; Kalbos sutrikimų turinčių vaikų verbalinio kūrybiškumo modelis; Verbalinio Kūrybiškumo ypatumai; Verbalinio kūrybiškumo prielaidos; Verbalinis kūrybiškumas; Children with speech impediment; Junior school children; Speech impedimant; Verbal creativity; Verbal creativity assumptions; Verbal creativity characteristics; Verbal creativity model for children witch speech impediments.

ENThe article aims at revealing verbal creativity development characteristics of the lst-2nd grade school children with speech impediment. To achieve the aim tlie concept of verbal creativity was First explained and verbal creativity manifestations of children with speech impediment at this age were singled out: the verbal creativity model for schoolchildren with speech impediments was created. On the basis of the created model, a rating scale was made to evaluate significance of the main verbal creativity manifestations. The reliability of the scale was verified by the statistic analysis. With the help of the factor analysis the most important features of verbal creativity were singled out and described: eloquence, originality, flexibility. The coefficient (Cronbach alfa), which expresses the internal compatibility degree of the verbal creativity manifestation scale, was discovered. The article contains the verbal creativity characteristic features of the lst-2nd grade schoolchildren with speech impediment. The description reflects verbal creativity features of the examined children not only from the point of view of age but also the gender and the place of residence. On the basis of the specific research data, the verbal creativity education assumptions were described. High correlations among teachers' abilities, selected teaching methods and children's verbal creativity do not give any reasons for doubting the tremendous possibilities of verbal creativity. [Text from author]