Vpliv družinskega branja pravljic na bralno pismenost otrok : magistrsko delo

Saksida, Igor (mentor), Mihelič, Tjaša (avtor)

Sodelovanje staršev pri branju otrok je najpomembnejši dejavnik začetne bralne pismenosti. K branju pravljic je potrebno pristopiti že v predšolskem obdobju ter z njim nadaljevati v nižjih razredih osnovne šole, saj je to čas začetnega branja in opismenjevanja otroka. Za uspešno razvijanje bralne pismenosti otrok je zelo pomembno sodelovanje družine z vrtcem, šolo in knjižnico. Eden izmed pomembnejših dejavnikov za uspešen razvoj bralne pismenosti otrok je izobrazba staršev, saj so starši s končano višjo stopnjo izobrazbe praviloma bolj motivirani za skupno branje z otrokom in jim pogosteje berejo kot starši z nižjo stopnjo izobrazbe. Magistrsko delo je osredotočeno na otroke, ki obiskujejo predšolsko skupino (5–¬6 let), in učence 1. razreda OŠ Šmartno ter njihove starše, predstavljeno je družinsko branje pravljic in vpliv le-tega na razvoj bralne pismenosti otrok ter bralno razumevanje otrok glede na končano stopnjo izobrazbe staršev. Teoretični del magistrskega dela predstavlja različne vrste pravljic, na podlagi raziskav se osredotoča na bralno pismenosti otrok v Sloveniji, prikazuje družinsko branje pravljic, vpliv izobrazbe staršev na pismenost otrok, književno vzgojo in sodelovanje staršev z vrtcem, šolo ter knjižnico. V empiričnem delu magistrskega dela je prikazana kvantitativna raziskava v dveh delih; prvi del raziskave s pomočjo anketnega vprašalnika na vzorcu 84 družin prikazuje, kakšno mnenje imajo starši s končano različno stopnjo izobrazbe o družinskem branju pravljic, vplivu njihove izobrazbe na razvoj pismenosti otrok, njihovih navadah v zvezi z branjem pravljic in načinu sodelovanja s šolo, vrtcem in knjižnico; drugi del raziskave je osredotočen na preverjanje razumevanja branja otrok zgoraj omenjenih staršev (5–7 let), ki s pomočjo dveh bralnih testov predstavlja, ali otroci staršev z višjo stopnjo izobrazbe bolje berejo in razumejo prebrano kot otroci staršev z nižjo stopnjo izobrazbe. Raziskava potrjuje, da so starši z višjo stopnjo izobrazbe bolj motivirani za družinsko branje pravljic ter se nekoliko bolj zavedajo pomena in vpliva branja pravljic na bralno pismenost otrok kot starši z nižjo stopnjo izobrazbe. Z raziskavo je bilo tudi ugotovljeno, da več otrok staršev z višjo stopnjo izobrazbe samostojno bere in prebrano tudi razume kot otrok staršev z nižjo stopnjo izobrazbe.

• Jezik: Slovenski jezik
• Ključne besede: bralna pismenost otrok, družinsko branje, družinska pismenost
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [T. Mihelič]
• Leto izida: 2016
• Št. strani: 91 str.
• PID: 20.500.12556/RUL-83398
• UDK: 028:173(043.2)
• COBISS.SI-ID: 11030601
• Datum objave v RUL: 24.08.2016

MIHELIČ, Tjaša, 2016, Vpliv družinskega branja pravljic na bralno pismenost otrok : magistrsko delo [na spletu]. Magistrsko delo. T. Mihelič. [Dostopano 6 april 2025]. Pridobljeno s: http://pefprints.pef.uni-lj.si/3483/

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Family reading of fairy tales and its influence on children's reading literacy

Izvleček

Parental involvment in their child's reading is the most important factor of early reading literacy development. It is important to start reading stories with preschoolers and continue up to lower grades of primary school, since this is the period of a child's literacy development. The collaboration of families with kindergardens, schools and libraries is crucial in developing reading literacy. One of the most important factors of successful reading literacy development is parents' education level. Parents having higher education level are generally more motivated to read with their children and they read with them more often than parents having lower level of education. The present thesis deals with preschool children aged 5-6 and pupils of 1st grade from primary school Šmartno and their parents. The thesis presents reading of stories and its influence on the development of reading literacy and reading comprehension in relation to their parents' education level. The theoretical part of the thesis deals with different types of stories, it focuses on research studies about reading literacy of children in Slovenia, it presents family reading of stories, the influence of parents' education on their children's literacy, literature education and collaboration between parents and kindergardens, schools and libraries. The empirical part of the thesis comprises of quantitative research in two parts. The first part presents a research based on a questionnaire involving 84 families, which shows parents' opinion on reading stories, the influence of their education on their child's literacy development, their habits regarding reading of stories and the way they collaborate with schools, kindergardens and libraries. The second part of the research focuses on checking reading comprehension of children aged 5-7 based on two reading tests, which show whether children whose parents have higher level of education read better and have better reading comprehension. The research confirms that parents with higher level of education are more motivated to read stories with their children and are slightly more aware of the correlation between reading stories and development of their child's reading literacy as opposed to parents with lower level of education. Moreover, the research shows that more children whose parents have higher level of education read independently and comprehend what they have read.

• Ključne besede: stories