Abstract
Language development in early childhood involves not only acquiring vocabulary and grammar but also the emergence of creative verbal expression. This study investigates linguistic creativity in preschool children prior to language training, exploring how age, gender, and morphosyntactic features influence creative verbal output. The research is relevant for designing early educational interventions and contributes to theoretical perspectives on language development and verbal creativity in the preschool years. The study is grounded in developmental psycholinguistics and early childhood education. A quantitative approach was employed with a sample of 17 children aged 4.7 to 6.3 years, using a verbal creativity test and subsequent morphosyntactic analysis of responses. Data analysis included descriptive statistics, t-tests for gender differences, linear regression to assess the impact of age, and correlation analysis for relationships between linguistic features and creativity. Results show no significant effect of age or gender on linguistic creativity, while a strong positive correlation emerged between total word count and pronoun usage. These results suggest that in preschool-aged children, linguistic creativity may be less dependent on demographic factors and more influenced by individual verbal expression patterns. Future research will investigate post-training outcomes to assess the impact of a structured intervention based on a custom-developed educational app focused on language development in preschool children.
Presenters
Petra BoumováStudent, Mgr., University of Hradec Králové, Královéhradecký kraj, Czech Republic
Details
Presentation Type
Theme
KEYWORDS
LINGUISTIC CREATIVITY, PRESCHOOL CHILDREN, MORPHOSYNTACTIC FEATURES, LANGUAGE DEVELOPMENT, VERBAL EXPRESSION
