Linguistic skills between explicit and implicit in the romanian early education curriculum

Abstract

Language constitutes the central core of a child’s psychic structure and plays a predominant role in the overall process of personality development. Effective communication through language necessitates the cultivation of four fundamental skills, collectively recognized as linguistic abilities: listening, speaking, reading, and writing. The present study is underpinned by the premise that at very early ages, children do not sequentially or discretely acquire these four skills; instead, they evolve almost concurrently. Therefore, the aim of this research was to examine the prevalence of linguistic skills in two official reference documents that provide a unified perspective on the legal and pedagogical framework governing early education in Romania. The Early Education Curriculum and the official document Fundamental Milestones in the Early Learning and Development of Children from Birth to 7 Years were subjected to analysis using the semantic software Tropes v8.2 (developed by Pierre Molette and Agnès Landré), available in Romanian. Through the extraction of a series of references from the texts and subsequent statistical analysis, the interplay between explicit and implicit elements in the representation of linguistic abilities was brought into focus across all five developmental domains.

Keywords

• ability
• language
• curricula
• early education
• content analysis