Preschool teachers' use of non-literary language in kindergarten

Each of us is born like an unlisted sheet of paper, otherwise he has some genetic innate givens, but it is the environment that largely co-shapes him. As future educators of preschool children, we must be aware of the linguistic impact we have both through our own activities and by the example of the children we raise and educate in kindergarten. The adult speech is one of the most important external factors influencing a child's language development, so the educator must therefore be well acquainted with and at the same time pay attention to her communication style. Language is considered to be a socialized system of symbols, consisting of two components: the content and the form. In the theoretical part, I first presented the concept of language and its characteristics. In the next chapter, I described language as one of the six curricular areas in which public kindergartens operate in Slovenia. In the following, I presented the social types of language within which I described dialects in more detail. As a further chapter, I wrote the use of social genre according to speech status. Finally, I collected data on language policy, which included, among other things, my own calculation of the number of hours of Slovene language, which I listened to through my educational path from primary school to college. In the empirical part, I presented and interpreted both graphically and descriptively the results of the questionnaire. The purpose of this was to find out the frequency of the use of non-literary language among educators and assistant educators in kindergarten, whether in communication with children, parents or co-workers. With the research, I also wanted to check their awareness of the possible incorrect use of literary language or. when they use literary or non-literary language. I was also interested in their opinion on the appropriateness of the use of non-literary language in relation to the given situation in the kindergarten