PRESCHOOL LEARNING THROUGH PLAY FROM THE PERSPECTIVE OF THEORY OF CONCEPT-HOLES
PRESCHOOL LEARNING THROUGH PLAY FROM THE PERSPECTIVE OF THEORY OF CONCEPT-HOLES

Summary/Abstract: In 2012 we launched the fundamentals of a theory called ‘theory of concept-holes’, polarizing previous conceptions about language seen as structure of holes culturally shaped and transmitted to all members of the language community (Saussure, 1916; Benveniste, 1966; Coșeriu, 1996). In the same year, we proposed the first opportunities for fractal modelling of the theory of concept-holes, aiming at testing one of the basic statements of the theory: ‘Communication within a linguistic community involves correspondence of the same structures of concept-holes (communicative patterns) and different contents (individually connoted) of the same structures of holes’ (A. Lesenciuc, 2012). Through this paper, we propose to focus on a different statement of the theory that refers to learning within language implicitly learning of creation within language, by interpreting the results on an experimental study aiming at communicative competence development at preschool ages (S. Lesenciuc, 2012). Learning by playing for children, understood as a way of learning within language and, therefore, as a way of developing the subsumed communication competencies: grammatical, textual, illocutionary, sociolinguistic, strategic, and nonverbal, could be correlated to the previously mentioned theory. Filling the language’s concept-holes with signified content in ostensive learning, practiced through play, is specific to particular ages in all theories of development (Freud, 1905; Erikson, 1950; Bandura & Walters, 1963; Bowlby, 1969; Piaget, 1977 etc.). Our paper aims at correlating the sentences resulting from the experimental study with the theory of concept-holes sentences (its statements).

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