PEDAGOGICAL APPROACHES AND MODELS IN EARLY MOTHER-TONGUE LEARNING AMONG PRESCHOOL CHILDREN

Abstract

The emergence of speech in humans is a complex process shaped by biological, cognitive, and socio-emotional development. Consequently, the methodology of early native language learning integrates insights from pedagogy, didactics, developmental psychology, linguistics, children’s literature studies, and contemporary teaching and learning approaches tailored to the developmental stages of preschool children.
Preschool-aged children should be exposed to stimulating language interactions. Therefore, the conditions and pedagogical approaches established by educators in kindergartens play a critical role. Language development in children is fostered through play, child–child and child–adult interactions, exploratory and discovery-based activities, and problem-solving situations.
This study analyzes the perceptions and practices of kindergarten educators in the Aerodrom municipality of Skopje to assess the effectiveness of methodological approaches and teaching models in promoting proper speech development. The theoretical framework draws on Vygotsky’s sociocultural perspective, Piaget’s cognitive theories, and Roman Jakobson’s linguistic research on the relationships between language stimulation, phonological awareness, and early literacy. Data analysis revealed that educators frequently observe foreign words, dialectal forms, and jargon in children’s speech. Educators also emphasize that the number of children who start speaking at an older age is growing. These occurrences are linked to media exposure, digital devices, and everyday linguistic interactions. Such linguistic interferences underscore the need to systematically enrich children’s native language vocabulary, foster language awareness, and engage in stimulating communicative activities. The research also confirms that language development occurs within dynamic social interaction.
Effective strategies include interactive reading, dramatic play, the use of picture books, contextualized speech, and joint-attention activities. These practices support the natural advancement of children’s communication skills, cognitive development, and narrative competence. The findings highlight the importance of continuous methodological support for educators, the enhancement of linguistically rich and interactive learning environments, and the design of activities that actively promote mother-tongue acquisition. This study contributes to a deeper understanding of early language learning methodology and provides a foundation for future research aimed at strengthening linguistic competencies in young children.