Abstract:

Introduction:
Due to rapid globalization, children are exposed to the use of technologies, interactive cognitive activities, and observe examples of using modern technologies by their peers already in their early childhood. Therefore, remote learning due to Covid-19 restrictions was also possible during the pre-school phase. It should be noted that depending on the family’s choice, the use of technologies generally tends to be more connected with entertainment and engagement of the unoccupied person and is used less for the child’s education in cooperation with a teacher. To facilitate the dialogue speech and pronunciation of the sounds of the Latvian language, the teacher, and the parents or the child’s legal representatives may demonstrate in contact with the child an interested and supportive position, which is extremely necessary in remote learning situations. The empirical study investigates the forms of the pedagogical work during Covid-19 restrictions by using remote learning possibilities in cooperation with children's parents or legal representatives. The facilitation of the dialogue speech and the successful process of pronunciation of the sounds of the Latvian language is closely connected with the adults’ cooperation, use of information technologies, and the child’s interest in performing the teacher’s suggestions together with adults.

Aim of the research:
To investigate the forms of teachers’ work in facilitating the learning of the Latvian language by pre-school age children during Covid-19 restrictions.

Materials and methods:
Theoretical analysis. Empirical study methods: parents’ and teachers’ surveys, interviews with teachers-speech therapists.

Results and conclusions:
The use of information technologies for facilitation of the dialogue speech and pronunciation of the sounds of the Latvian language in pre-school age children is only possible in partnership-based cooperation of the teachers with the child’s parents or legal representatives. Remote learning is a way of dealing with the extraordinary situation and cannot replace the teachers’ work face-to-face with pre-school age children.

Keywords:

Latvian language learning, pre-school age child, pedagogical process during Covid-19 restrictions.