Kajkavian Dialect In Kindergarten

U samom početku rada obrađuje se jezik kao način komuniciranja, tj. sporazumijevanja ljudi. Zatim se pobliže opisuje jezično izražavanje i jezične razine. Tu spada standardni jezik, govorni jezik i narječja ili dijalekti. Zatim upoznajemo kajkavsko narječje i njegovu povijest. Nakon toga prelazimo na jezične norme. Svaki jezik ima svoja pravila i norme prema kojima se proces primanja i odašiljanja obavijesti odvija. Jezik ostvarujemo govorom i pismom pa tako imamo norme govorenoga jezika i norme pisanoga jezika. Nakon gore navedenoga, prelazimo na sam razvoj govora za kojeg dijete stvara predispozicije samim rođenjem. Svrha usvajanja prvoga jezika je ostvarivanje komunikacije odnosno uspješnoga procesa sporazumijevanja te socijalizacija u okruženju i široj društvenoj zajednici, a sam razvoj govora teče u nekoliko aspekata, a to su glasovni razvoj, rječnički razvoj, razvoj gramatike, komunikacijski razvoj i razvoj znanja o govoru. Dijete uči govor na temelju imitacije, putem slušanja i oponašanja pa je stoga potrebno djeci pružiti pravilan govorni model. Zatim se dotičemo višejezične komunikacije u ranojezičnome razdoblju. Jednostavno normativno dijete predškolske dobi polaskom u odgojno-obrazovnu ustanovu postaje normativno dvojezična ili višejezična osoba, s obzirom na to potrebno je poštivati djetetov govorni osjećaj i naviknutost na određeni jezični sustav, a sve u svrhu učenja hrvatskoga jezika. Nakon toga prelazimo na razradu teme kajkavsko narječje u dječjem vrtiću. Istraživanjem smo dobili uvid da većina djece zna i razumije kajkavsko narječje i da odgajateljice u vrtiću nastoje u rad uključiti kajkavsko narječje kao njegu tradicije i poticaj djeci. Odgajatelji imaju glavnu ulogu u poticanju razvoja djece, on svoj govor mora prilagoditi djeci, te nastojati u svoj rad uvrstiti aktivnosti dijalektalnog karaktera te na taj način njegovati dječji izričaj od rane dobi.At the begging of the thesis, language is looked at as a way of communication or in better terms the way that people understand each other. Then we take a closer look at linguistic expression and language difficulties. Here we can differentiate between standard language, spoken language, and dialects. We then get to know the Kajkavian dialect and its history. After that section, we move on to language norms. Each language has its own set of rules and norms by which the process of receiving and sending messages is handled. We use language in oral and written ways, thus they both have norms of each own. After the above-mentioned, we move on to the development of speech. The child upon birth already has some predispositions regarding language. The purpose of adopting a language is to establish communication or to better define it, it is a process of successful understanding and socialization in a child's environment and the larger community. Speech development flows in several aspects which are: voice development, vocabulary development, grammar development communication development, and lastly development of knowledge in speech. The child learns speech based on imitations, by listening and mimicking. It is thus important to provide children with an adequate vocal model. We then cover multilingual communication in an early language period. A simple normative child in preschool age, in where the child attends an educational institution becomes a normative bilingual or multilingual individual. We must take into account the child's natural speaking feeling and its habituation to a certain language system, and all in the purpose of teaching the Croatian language. After that, we move on to the elaboration of the Kajkavian dialect in kindergarten. During our research, we concluded that most of the children involved in the study do understand the Kajkavian dialect and that the educators in the aforementioned kindergarten tend to incorporate the Kajkavian dialect and its history in their teaching to the children. Educators have a main role in encouraging the development of children, they must attune their speech to the needs of the children and try to incorporate activities of a dialectal nature to the children from an early age