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Bayanan da suka faru na gaggawa

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Bayanan da suka faru na gaggawa
Ilimi

Ilimin karatu da rubutu na gaggawa kalma ce da ake amfani da ita don bayyana ilimin yaro game da karatu da rubuce-rubuce kafin su koyi yadda ake karantawa da rubuta kalmomi.[1] Yana nuna imani cewa, a cikin al'umma masu karatu, yara ƙanana - har ma da yara masu shekaru ɗaya da biyu - suna cikin hanyar zama masu karatu.[2] Ta hanyar goyon bayan iyaye, masu kulawa, da malamai, yaro na iya samun nasarar ci gaba daga gaggawa zuwa karatun al'ada.[3]

Abubuwan da ke tattare da ilimin karatu da rubutu sun hada da:

  • Buga motsawa: Kasancewa da jin daɗin littattafai.
  • Vocabulary: Sanin sunayen abubuwa.
  • Bayyanawa da hankali: Ganin bugawa, sanin yadda za a sarrafa littafi, da sanin yadda za'a bi kalmomi a shafi.
  • Kwarewar ba da labari: Kasancewa da iya bayyana abubuwa da abubuwan da suka faru da kuma ba da labaru.
  • Sanin wasika: Fahimtar haruffa sun bambanta da juna, sanin sunayensu da sautuna, da kuma gane haruffa a ko'ina.
  • Sanin sauti: Kasancewa da iya ji da wasa tare da ƙananan sautuna a cikin kalmomi.[1]

Ilimi na gaggawa yana da mahimmanci a cikin ilimin farko a cikin hasken bincike wanda ke nuna cewa yara suna koyon ƙwarewar da ke shirya su don karanta shekaru kafin su fara makaranta.[1]

Tarihi

[gyara sashe | gyara masomin]

A al'ada, al'umma ta yi la'akari da karatu da rubutu a cikin ma'anarsu, kuma tana kallon yara a matsayin masu ilimi game da karatu da rubuce-rubuce ne kawai lokacin da suke iya gano kalmomin da aka rubuta ba tare da alamun hoto ba, da kuma rubutun kalmomin da manya zasu iya karantawa.[4]

A cikin 1966, mai bincike na New Zealand Marie Clay ya gabatar da manufar karatun da ke fitowa, ta amfani da shi don bayyana halayen farko da ra'ayoyin da yara ƙanana ke amfani da su wajen hulɗa da littattafai har ma kafin su iya karatu a cikin ma'anar al'ada. Shekaru na 1970 da farkon shekarun 1980 sun ga aiki mai karfi na bincike a cikin ci gaban yaren yara na farko, ilimin yara na farko. Wannan aikin ya haifar da Teale da Sulzby tattara wani littafi wanda manyan masu bincike daban-daban na lokacin suka rubuta wanda ya ba da shawarar sake fahimtar abin da ke faruwa daga haihuwa zuwa lokacin da yara ke karatu da rubutu a al'ada a matsayin lokacin da ake samun ilimi.

Tun daga wannan lokacin, wani babban bangare na bincike ya fadada manufar, yana haskaka cewa ci gaban ilimin yaro ya fara tun kafin gabatarwar al'ada a makaranta, kuma yana iya rinjayar hulɗar zamantakewa tare da manya, fallasa kayan karatu, da kuma amfani da ayyukan ilmantarwa.[5] Duk da yake manufar shirye-shiryen karatu ta ba da shawarar cewa akwai takamaiman batu a lokacin da yara ke shirye su koyi karatu da rubutu, ra'ayin Clay na fitowar karatu da rubutu ya ba da shawarar gore akwai ci gaba a ci gaban ilimin yara tsakanin halayen karatu da rubutu na farko da waɗanda aka nuna da zarar yara za su iya karatu da kansu.[6] Clay ya kuma jaddada muhimmancin dangantakar da ke tsakanin rubuce-rubuce da karatu a farkon ci gaban karatu da rubutu. Har zuwa wannan lokacin, an yi imanin cewa yara dole ne su koyi karatu kafin su iya koyon rubutu.

Dangane da tsarin Whitehurst da Lonigan na ilimin karatu da rubutu wanda ya samo asali ne daga tsarin kimiyya na fahimta zuwa karatu, akwai manyan fannoni biyu na ci gaba. Yankunan suna cikin ƙwarewa da waje a cikin ƙwarewar. Kwarewar ciki ta haɗa da wayar da kan jama'a da ilimin wasika.[7] A waje a cikin ƙwarewa sun haɗa da harshe da ilimin ra'ayi. Wadannan ƙwarewa suna tasowa a lokuta daban-daban daga haihuwa a duk lokacin ƙuruciya.[7] A waje a cikin ƙwarewa suna da alaƙa da yanayin karatu da rubutu. Koyaya, asalin lokacin da ƙwarewar ciki ke tasowa ba a bayyane yake ba. Abin da ya bayyana shi ne cewa tsoma baki da ke koyarwa a waje a cikin ƙwarewa da ƙwarewa a ciki suna ƙara ci gaban karatu da rubutu sosai.[8]

Ilimi na gaggawa a cikin ɗalibai marasa kyau

[gyara sashe | gyara masomin]

An gudanar da bincike mai bayani don bincika ƙwarewar karatu da rubutu a cikin yara masu magana da Mutanen Espanya tare da rikicewar harshe na ci gaba (DLD). [9] Rashin Harshe na Ci gaba an bayyana shi ta hanyar rashin iyawa ko gwagwarmaya tare da ƙwarewar fahimtar harshe wanda ba shi da alaƙa da abubuwan da suka shafi kwayoyin halitta, autism, ko raunin kwakwalwa.[9] Idan aka kwatanta da ƙungiyar kula da yara da ke ci gaba, ƙwarewar ilimin da ke da alaƙa da lambar sun kasance marasa ƙarfi a cikin waɗanda ke cikin ƙungiyar DLD.[9] Sakamakon wannan binciken ya gabatar da ka'idar cewa akwai kwarewar duniya ga waɗanda ke da rikice-rikicen ci gaba da ci gaban karatu, ba tare da la'akari da yaren da suke magana ba.[9] Wadanda ke da DLD sau da yawa suna da matsaloli tare da samar da magana ta baki da kuma rubuce-rubuce.[9] Ana buƙatar ƙarin bincike na cross-harshe don bincika ko gwagwarmaya ta farko da gaske tana nuna nakasa ta karatu a lokacin da ya girma, amma binciken ya nuna wakilci a cikin bincike ga yara waɗanda ba a ɗauka "na al'ada" kuma ya nuna cewa ƙwarewar da ke fitowa ta bambanta a kowane yaro.[9]

Dubi kuma

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Manazarta

[gyara sashe | gyara masomin]
  1. ↑ 1.0 1.1 1.2 "Emergent Literacy". Provo City Library at Academy Square. Archived from the original on 2010-04-05.
  2. ↑ "Learning Point Associates - Emergent Literacy". Emergent Literacy. North Central Regional Educational Laboratory. Archived from the original on 2000-08-31.
  3. ↑ "Learning Point Associates - Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers". Emergent Literacy. North Central Regional Educational Laboratory. Archived from the original on 2000-08-17.
  4. ↑ "What is Emergent Literacy". Academics. Lews-Clark State College. Archived from the original on 2004-10-26.
  5. ↑ "Learning Point Associates - Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers". Emergent Literacy. North Central Regional Educational Laboratory. Archived from the original on 2000-08-17.
  6. ↑ "What is emergent literacy?". Idaho Center on Developmental Disabilities. Archived from the original on 3 October 2002. Retrieved 18 April 2011.
  7. ↑ 7.0 7.1 Çakıroğlu, Ahmet (2019-01-07). "The Language Acquisition Approaches and the Development of Literacy Skills in Children". International Electronic Journal of Elementary Education. 11 (2): 201–206. doi:10.26822/iejee.2019248600. ISSN 1307-9298. S2CID 150227623.
  8. ↑ Whitehurst, Graver J.; Lonigan, Christopher J. (1998). "Child Development and Emergent Literacy". Child Development. Wiley. 69 (3): 848–872. doi:10.1111/j.1467-8624.1998.tb06247.x. ISSN 0009-3920. PMID 9680688. S2CID 16715318.
  9. ↑ 9.0 9.1 9.2 9.3 9.4 9.5 Pratt, Amy S.; Grinstead, John A.; McCauley, Rebecca J. (2020-12-14). "Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills". Journal of Speech, Language, and Hearing Research (in Turanci). 63 (12): 4193–4207. doi:10.1044/2020_JSLHR-19-00239. ISSN 1092-4388. PMID 33259739. S2CID 227253529.
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