Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr.

2/2013

EVALUAREA DEZVOLTRII

PUPILS LANGUAGE DEVELOPMENT

LIMBAJULUI LA COLARUL MIC

ASSESSMENT

Profesor pentru nv. Primar Iuliana

MACU coala gimnazial nr. 10, Constana
Lector univ. dr. Aurelia MORARU
Universitatea Andrei aguna, Constana
Abstract: Limbajul are funcia de utilizare
a limbii n raport cu ceilali oameni; este o
funcie complex presupunnd utilizarea i
mbinarea celorlalte funcii, ndeosebi a celor
intelectuale i motorii. Pn la intrarea n
coal, copilul nva vorbirea n mod spontan;
n coal conduita verbal a copilului
dobndete noi caracteristici datorit procesului
de instruire colar, de formare a culturii
verbale. Experiena verbal a copilului din
primii ase ani de via i pune amprenta asupra
ntregii dezvoltri psihice ulterioare; la intrarea
n coal copilul nelege vorbirea celor din jurul
su i se poate face neles, exprimndu-i
propriile gnduri, n cuvinte, propoziii i fraze
alctuite corect. Unul dintre elementele ce i
difereniaz pe copii la intrarea n coal l
reprezint limbajul; aceste diferene constau n
exprimare, fonetic, structur lexical, nivel de
exprimare. Structura cuvintelor, propoziiilor,
frazelor devine din ce n ce mai complex i
nuanat. Dac n clasele I i a II-a ntlnim
exprimri incomplete, n clasele a III-a i a IV-a
apar rspunsuri mai complexe, mai organizate i
mai sistematizate.
Cuvinte cheie: colar mic, limb, limbaj,
comunicare, particulariti

1. INTRODUCERE
Pentru evaluarea dezvoltrii limbajului
la colarul mic am construit un test alctuit
din apte probe- nsuiri contrare; nsuiri
similare; completare lacune; identificare
nsuiri;
identificare
fiine,
lucruri;
semnificaie verbal; identificare omonimeprimele patru probe avnd cte zece itemi,
ultimele dou cte ase itemi.
Testul a fost alctuit innd seama de
particularitile de vrst ale elevilor, de

Primary School Teacher Macu

Iuliana
Secondary School no. 10 Constana
Lector univ. Dr. Aurelia MORARU
Andrei aguna University Constanta
Abstract: The language has the function of
using the language in relation with other people,
it has a complex function involving the connection
and use of other functions, especially intellectual
and motor function. Before school, the child
spontaneously learn the speaking; during school
the child speaking acquires new features due to
the process of education and verbal culture
training. Verbal experience of the child in his first
six years of life leaves its mark on all subsequent
psychological development; when the child start
the school he understand the speech of those
around him and he can be understood expressing
his own thoughts in words, sentences and phrases
correctly composed. One of the elements that
differentiate the children at school is the
language; these differences consist in expression,
phonetic, lexical structure, level of expression.
The structure of words, of sentences and of
phrases become increasingly complex and
nuanced. If in first and second grade they have
an incomplete expression , in III and IV grade
they have complex answers, more organized and
systematized.
Key
words:
pupil,
language,
communication, features, spoken language.

1. INTRODUCTION
To assess pupils language development
we have built a test made of 7 tests-contrary
characteristics; similar characteristics; filling
gaps; identifying characteristics; identifying
beings, things; verbal meaning; identifying
homonyms- the first four tests have ten items,
the last two have six items.
The test was composed taking into
account the age particularities of the pupils,
the curriculum and the contents taught in

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programa colar i coninuturile predate la

fiecare clas n parte.
Testul se aplic oral (fr limit de
timp), fiecrui subiect n parte (individual).
Se explic clar cerina fiecrei probe,
exemplificnd la fiecare prob n parte
(Care este sensul opus al cuvintelor?
exemplu: mare-mic ). Subiectul va rspunde
numai dup ce a neles clar cerina iar
evaluatorul va nota pe fi rspunsurile date.
Fiecare rspuns corect va fi cotat cu 1 punct;
scor minim- 0 puncte, scor maxim- 62 de
puncte.
2.DEFINIREA CONCEPTEOR
Comunicarea a fost definit cel mai
adeseori ca o form particular a relaiei de
schimb ntre dou sau mai multe persoane,
dou sau mai multe grupuri ( M. Zlate,
2000). A comunica nseamn a pune n
relaie o persoan sau mai multe cu o alt
persoan sau mai multe prin intermediul
proceselor fizice dar i psihice cu scopul
atingerii unor obiective.
Limba este totalitatea mijloacelor
lingvistice ( fonetice, lexicale, gramaticale)
ce dispune de o organizare ierarhic potrivit
unor reguli de ordonare. Ea este un sistem
nchegat de semne (cuvinte) i de reguli
gramaticale stabilite social istoric (M. Zlate,
2000).
Limbajul este un fenomen psihic
specific uman prin care se exprim gndirea.
El poate fi format din semne, semnale i
simboluri dintre care, pentru om cele mai
importante sunt simbolurile verbale
cuvintele (I.Drgan). Cel mai frecvent folosit
n comunicarea interuman este limbajulunul dintre mijloacele specifice omului.
Studiul
limbajului
const
n
cercetarea/investigarea perceperii limbajului,
nelegerea
discursului,
memorarea
frazelor/textelor, nsuirea i producerea
limbajului. Piaget, Vgotski, Luria i Wallon,
preocupai fiind de studierea nsuirii
limbajului au adus un aport important n
studiul limbajului. Unii autori consider
limbajul ca fiind nnscut, ali autori

every grade.
The test is unwritten (no time limit),
individual. It is clearly explained the
requirement of each test, exemplifying each
test (What is the opposite of the words?
Example:
big-small). The subject will
respond only after clearly understood the
requirement and the evaluator will note the
responses. Each correct answer will be rated
with 1 point, minimum score 0 points,
maximum score 62 points.
2. DEFINITION OF CONCEPTS
Communication was more often defined
as a particular form of exchange relationship
between two or more people, two or more
groups (M. Zlate, 2000). To communicate is
to relate a person or more with another person
or more through physical and mental
processes in order to achieve the objectives.
Language is all linguistic means
(phonetic, lexical, grammatical) that has a
hierarchical organization according to the
collation rules. It is a connected system of
signs (words) and grammatical rules sociohistorical established (M. Zlate, 2000).
The spoken language is a specifically
human psychological phenomena expressing
the thought. It might consist on signs, signals
and symbols. The most important for humans
are verbal symbols the words (I. Dragan).
The most commonly used in interpersonal
communication is the language this is
specifically to human. Language study consist
in research/investigation language perception,
speech
understanding,
memorizing
phrases/texts, learning and production of
language. Piaget, Vigotski, Luria and Wallon
were concerned with language acquisition and
they have made an important contribution in
language study.
Some authors consider
language as innate, other authors consider
language to be acquired, gradually built.
Behaviorists and constructivists argue that
language is not particularly different from any
other form of behavior.
3. RESEARCH METHODOLOGY
3.1 RESEARCH OBJECTIVES
Building a test to assess pupils

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consider limbajul ca fiind dobndit,

construit
treptat.
Behavoritii
i
costructivitii susin c limbajul nu este n
mod special diferit de orice alt form a
comportamentului.
3. METODOLOGIA CERCETRII
3.1. OBIECTIVELE CERCETRII
Construirea unui test pentru evaluarea
dezvoltrii limbajului la colarul mic.
Evaluarea dezvoltrii limbajului la
colarul mic.
3.2. IPOTEZA CERCETRII
Estimm
c
nivelul
dezvoltrii
limbajului este independent de genul
biologic.
3.3. SUBIECII CERCETRII
Lotul cercetrii a fost alctuit din 122 de
subieci, elevi n clasele I-IV de la coala
Gimnazial numrul 10 Mihail Koiciu
Constana. Cei 122 de subieci au vrste
cuprinse ntre 7 i 10 ani, dintre care 61 sunt
fete, 61 sunt biei. 26 de subieci sunt n
clasa I ( 13 fete i 13 biei), 32 de subieci
sunt n clasa a II-a (16 fete i 16 biei), 36
de subieci sunt n clasa a III-a (18 fete i 18
biei) i 28 de subieci sunt n clasa a IV-a (
14 fete i 14 biei).
3.4. INSTRUMENTELE CERCETRII
Pentru evaluarea dezvoltrii limbajului la
colarul mic am construit un test alctuit din
apte probe: nsuiri contrare; nsuiri
similare; completare lacune; identificare
nsuiri;
identificare
fiine,
lucruri;
semnificaie verbal; identificare omonime.
(Tabelul nr.IV.4: Scorarea testului de limbaj;
Tabelul nr.IV.5: Punctajul corespunztor
claselor - testul de limbaj; Tabelul nr.IV.10:
Etalon Testul de limbaj; Tabelul nr.V.11:
Distribuia datelor n funcie de variabilele
clas i nivelul dezvoltrii limbajului)
Rezultatele obinute la fiecare fiecare
prob n parte indic un coeficient bun al
consistenei interne a testului.
Etalonarea testului

Performana unui subiect , exprimat

language development.
Pupils
language
development
assessment.
3.2 RESEARCH HYPOTHESIS
We estimate that language development
level is independent of biological gender.
3.3 RESEARCH SUBJECTS
Lot of research consisted of 122
subjects, pupils in I-IV grade, to Secondary
School no.10, Mihail Koiciu Constanta.
The 122 subjects are between 7 and 10 years
old, 61 girls, 61 boys. 26 subjects are grade 1
(13 girls, 13 boys), 32 subjects are grade 2 (16
girls, 16 boys), 36 subjects are grade 3 (18
girls, 18 boys) and 28 subjects are grade 4 (14
girls, 14 boys).
3.4 RESEARCH TOOLS
To assess pupils language development
we have built a test made of 7 tests-contrary
characteristics; similar characteristics; filling
gaps; identifying characteristics; identifying
beings, things; verbal meaning; identifying
homonyms. (Table no.IV.4: Language test
scores; Table no.IV.5: Scores for each grade
- language test; Tabelul no.IV.10: Standard
Testul Language Test; Table no.V.11: The
distribution of data according to grades
variables and language development level)
The results obtained from each test
indicates a good internal consistency of the
test.
Calibration of the test
The performance of a subject expressed
by the gross score is related to standard;
depending on their score, the subject is placed
in one of the five classes/levels as follows:
Level 1: very good level of language
development
Level 2: good level of language
development
Level 3: intermediate level of
language development
Level 4: low level of language
development
Level 5: very low level of language
development
3.5 RESEARCH RESULTS
The results obtained in the Test

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prin scorul brut, se raporteaz la etalon ; n Language are the following:

funcie de scorul obinut, subiectul este
Boys: 24 subjects very good
ncadrat n una din cele 5 clase/nivele astfel:
level; 16 good level; 11
intermediate level; 8 low level; 2
Nivelul 1- nivel foarte bun al
very low level
dezvoltrii limbajului
Girls: 32 subjects very good
level; 18 good level; 7
Nivelul 2- nivel bun al
intermediate level; 3 low level; 1
dezvoltrii limbajului
very low level
To verify the hypothesis we made a
Nivelul 3- nivel mediu al
comparative analysis of data using t test for
dezvoltrii limbajului
independent samples.
Nivelul 4- nivel slab al
Also to check if the distribution is
dezvoltrii limbajului
normal we have created KolmogorovSmirnov Z test. After applying Kolmogorov Nivelul 5- nivel foarte slab al
Smirnov Z test we obtained a normal
dezvoltrii limbajului
distribution of scores recorded for language
0,815>0,05. (Tabelul no.V.21: Scores average
3.5. REZULTATELE CERCETRII
Rezultatele obinute la testul de limbaj obtained for male and female children)
The mean for boys group is M=36,4180
au fost urmtoarele:
Biei: 24 subieci nivel foarte bun ; and for girls is M=40,7459. There is no
16 nivel bun; 11 nivel mediu; 8 nivel difference between the children regarding the
language level depending on biological
slab; 2 nivel foarte slab.
Fete: 32 subieci nivel foarte bun ; 18 gender. The value of significance for Levene
nivel bun; 7 nivel mediu; 3 nivel test is 0,319>0,05. We use the information
from the first row of the table no. V.22 from
slab; 1 nivel foarte slab.
Pentru verificarea ipotezei am supus Equal variances assumed side.
datele unei analize comparative folosind 4. RESEARCH CONCLUSIONS
Hypothesis: We estimate that language
testul t pentru eantioane independente.
De asemenea, pentru a verifica dac development level is independent of
distribuia este normal am realizat testul biological gender was verified by performing
Kolmogorov-Smirnov Z. n urma aplicrii t-test for independent samples. The
testului Kolmogorov-Smirnov s-a obinut o hypothesis was confirmed: there is no
distribuie normal a scorurilor nregistrate statistically significant differences between
pentru limbaj 0,815>0,05. (Tabelul nr.V.21: female subjects and male subjects regarding
Mediile scorurilor obinute pentru copii de language development (the test results were
relatively similar). From the perspective of
gen feminin i masculin)
Media pentru grupul de biei este initial objectives, we believe that they have
M=36,4180, iar pentru grupul de fete este been achieved and the hypothesis was
M=40,7459. Dup cum se observ, nu exist confirmed.
diferene ntre copii n ceea ce privete PROPOSALS
nivelul limbajului n funcie de genul - The pupils language assessment can be
realized with psycho-pedagogical experiments
biologic.
(using
an experimental group and a control
Valoarea semnificaiei pentru testul
group
and
comparing the results obtained in
Levene este 0,319>0,05. Rezult c vom
folosi informaia de pe primul rnd al the two groups).
tabelului nr.V.22, din dreptul Equal - There is a multitude of tests that can be
applied to pupils in order to assess language
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variances assumed. (Tabelul nr. V.22: Testul

t pentru eantioane independente)
4. CONCLUZIILE CERCETRII
Ipoteza:
Estimm
c
nivelul
dezvoltrii limbajului este independent de
genul biologic a fost verificat prin
realizarea testului t pentru eantioane
independente. Ipoteza a fost confirmat: nu
exist diferene semnificative statistic ntre
subiecii de gen feminin i subiecii de gen
masculin n ceea ce privete dezvoltarea
limbajului (rezultatele obinute la testul de
limbaj au fost relativ asemntoare). Din
perspectiva obiectivelor stabilite iniial,
considerm c acestea au fost atinse iar
ipoteza a fost confirmat.
Propuneri
Pentru evaluarea limbajului la
colarul mic se pot realiza
experimente psihopedagogice (
utiliznd un lot experimental i
un lot de control i comparnd
rezultatele obinute la cele dou
loturi ).
Exist o multitudine de probe
care pot fi aplicate pentru
colarul mic n vederea
evalurii nivelului de dezvoltare
a limbajului cum ar fi: proba de
sinonimie,
antonimie,
omonimie, completare lacune,
expresii verbale, identificarea
de cuvinte care fac parte din
aceeai categorie, identificarea
de cuvinte care ncep i se
termin cu aceeai liter/sunet,
alctuirea de enunuri cu un
numr dat de cuvinte, alctuirea
de
texte
dup
imagini,
alctuirea de compuneri cu titlu
dat , cu nceput/sfrit dat, cu
expresii deosebite (figuri de stil
) etc.

development level such as: synonymy,

antonymy, homonymy tests, filling gaps,
verbal expressions, identify words that
belongs to the same category, identify words
that begins and ends with the same
letter/sound, creation utterance with a given
number of words, creation a text according to
images, creation of essays with the title given,
with a given start/end, with particular
expressions and so on.
5. REFERENCES
1. Badea, Elena, (1993), Dynamic description
of child and teenager,
Didactic and
Pedagocic Publishing House, Bucharest
2. Cosmovici, Andrei, (1996), General
Psychology, Polirom, Iai
3. Creu, Tinca, (2009), Ages Psychology,
Polirom, Iai
4. Drgan, Ion, (1991), Psychology for All,
Scientific Publishing House, Bucharest
5. chiopu, Ursula, (2008), Modern
Psychology, Romnia Press Publishing
House, Bucharest
6. Zlate, Mielu, (2000), Fundamentals of
Psychology,
Pro Humanitate Publisher,
Bucharest.

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5. BIBLIOGRAFIE
1. Badea, Elena, (1993), Carcterizarea
dinamic a copilului i adolescentului,
Editura Didactic i Pedagogic, Bucureti
2. Cosmovici, Andrei, (1996), Psihologie
general, Editura Polirom, Iai
3. Creu, Tinca, (2009), Psihologia vrstelor,
Editura Polirom, Iai
4. Drgan, Ion, (1991), Psihologia pentru
toi, Editura tiinific, Bucureti
5. chiopu, Ursula, (2008), Psihologia
modern, Editura Romnia Press, Bucureti
6. Zlate, Mielu, (2000), Fundamentele
psihologiei, Editura Pro Humanitate,
Bucureti.

Tabelul nr.IV.4: Scorarea testului de limbaj /Language test scores

PROBA
TEST
I. nsuiri
contrare
Contrary
characteristics
II. nsuiri
similare
Similar
characteristics
III. Completare
lacune
Filling gaps
IV. Identificare
nsuiri
Identifying
characteristics
V. Identificare
fiine, lucruri
Identifying
beings, things
VI. Semnificaie
verbal
Verbal meaning

ITEMI
ITEMS

Total

1
1p

2
1p

3
1p

4
1p

5
1p

6
1p

7
1p

8
1p

9
1p

1
1p

10

1
1p

2
1p

3
1p

4
1p

5
1p

6
1p

7
1p

8
1p

9
1p

1
1 p

10

1
1p

2
1p

3
1p

4
1p

5
1p

6
1p

7
1p

8
1p

9
1p

1
1p

10

1
1p

2
1p

3
1p

4
1p

5
1p

6
1p

7
1p

8
1p

9
1p

1
1p

10

1
1p

2
1p

3
1p

4
1p

5
1p

6
1p

7
1p

8
1p

9
1p

1
1p

10

1
1p

2
1p

3
1p

4
1p

5
1p

6
1p

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VII. Identificare
omonime
Identifying
homonyms

1
1p

2
1p

3
1p

4
1p

5
1p

6
1p

62

Tabelul nr.IV.5: Punctajul corespunztor claselor (testul de limbaj)/ Scores for each grade (language test)
PUNCTAJUL CORESPUNZTOR CLASELOR
SCORES FOR EACH GRADE

PROBA
TEST
I. nsuiri contrare
Contrary
characteristics
II. nsuiri similare
Similar
characteristics
III. Completare
lacune
Filling gaps
IV. Identificare
nsuiri
Identifying
characteristics
V. Identificare
fiine, lucruri
Identifying beings,
things
VI. Semnificaie
verbal
Verbal meaning
VII. Identificare
omonime
Identifying
homonyms
Total punctaj
ateptat
Total expected
score

Clasa I
Grade I
5

Clasa a II-a
Grade II
6

Clasa a III-a
Grade III
8

Clasa a IV-a
Grade IV
9

10

24

36

48

56

Tabelul nr.IV.10: Etalon Testul de limbaj/ Standard Language Test

Clasa/ Nivelul
Grade/Level
I/I
a II-a / II
a III-a

Nivelul 5
Level 5
0-5 puncte/
points
0-8 puncte/
points
0-11 puncte/

Nivelul 4
Level 4
6-11 puncte/
points
9-17 puncte/
points
12-23 puncte/

Nivelul 3
Level 3
12-17 puncte/
points
18-26 puncte/
points
24-35 puncte/

Nivelul 2
Level 2
18-23 puncte/
points
27-35 puncte/
points
36-47 puncte/

Nivelul 1
Level 1
24 puncte/ points
36 puncte/ points
48 puncte/ points

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points
0-13 puncte/
points

/III
a IV-a /
IV

points
14-27 puncte/
points

points
28-41 puncte/
points

points
42-55 puncte/
points

56 puncte/ points

Tabelul nr.V.11: Distribuia datelor n funcie de variabilele clas i nivelul dezvoltrii limbajului / The
distribution of data according to grades variables and language development level
Clasa/nivelul dezvoltrii
Nivel foarte
Nivel
Nivel
Nivel
Nivel
limbajului
bun
bun
mediu
slab
foarte
TOTAL
Grade/language development
Very good
Good
Intermed
Law
slab
level
level
level
iate level
level
Very law
level
Clasa I / Grade 1
10
8
5
3
0
26
Clasa a II-a / Grade 2

32

Clasa a III-a / Grade 3

19

36

Clasa a IV-a / Grade 4

11

14

28

TOTAL

56

34

18

11

122

Tabelul nr.V.21: Mediile scorurilor obinute pentru copii de gen feminin i masculin / Scores average obtained
for male and female children

Gen
biologic
Gender
Punctaj limbaj

masculine

Language score

male
feminine

Mean
N

Average

Std. Deviation

Std. Error Mean

61

36,4180

16,60401

2,12593

61

40,7459

15,97227

2,04504

female

Tabelul nr. V.22: Testul t pentru eantioane independente/ T test for independent samples
Levene's Test for Equality
of Variances

t-test for Equality of Means

95% Confidence
Interval of the
Difference

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Std.
Mean

Error

Sig. (2- Differenc Differ

F
punctajlimbaj Equal
variances

Sig.
,319

,573

df
-

tailed)

120

1,46
7

Equal

- 119,82

not

ence Lower

Upper

,145 -4,32787 2,9498 -10,16841

1,51267

assumed

variances

1,46

,145 -4,32787 2,9498 -10,16850

7

assumed

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1,51276