DIDACTIC STRATEGIES FOR ENRICHING THE VOCABULARY OF SMALL SCHOOL CHILDREN
DIDACTIC STRATEGIES FOR ENRICHING THE VOCABULARY OF SMALL SCHOOL CHILDREN

Summary/Abstract: Etymologically speaking, the term strategy comes from the Greek word stratos that means the army and from the word agein that means to lead. The didactic strategy was defined related to the object of learning, no matter if it involves knowledge, know-how or personal abilities. Nonetheless, the strategy also implies some performances like telling by heart, reciting, finding a rule, etc. The strategy may vary according to the type of the class: the entire class, a group tutorial, a practice group where the teacher tries to enrich and synthetize the knowledge of the children. The teacher has to spread his/her knowledge using dictation or working sheets, because he/she is perceived as a master of teaching in the eyes of the children. The teacher has to possess a motivated strategy in which the information will be provided according to a special method and, whatever the type of learning may be, the teacher has to keep in mind the object of studying, the complexity of his/her knowledge, but also the level of perception and the level of the individuals. A good strategy leads to the developing of the autonomy and also offers a big opportunity to the pupils’ creativity. Before starting a didactic strategy, it is necessary to awaken the child’s interest for receiving new information and then, after receiving it, the child need to be allowed to filter and understand it

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