20.500.12556/RUL-183743 Odnos vzgojiteljev do pripovedovanja zgodb v vrtcu diplomsko delo Preschool teachers’ attitudes toward storytelling in kindergarten Diplomsko delo Odnos vzgojiteljev do pripovedovanja zgodb v vrtcu zajema teoretična izhodišča različnih domačih in tujih avtorjev, strokovnih člankov in drugih strokovnih virov, ki se navezujejo na pripovedovanje kot eno izmed najkompleksnejših oblik verbalnega izražanja, govorno-jezikovni razvoj predšolskih otrok in pripovedovanje predšolskih otrok. Pripovedovanje je ena izmed ključnih strategij spodbujanja zgodnje pismenosti, domišljije in razumevanja literature. V sklopu teoretičnega dela sem predstavila temeljna izhodišča o pomenu pripovedovanja, vlogo vzgojitelja, najpogostejše oblike pripovedovanja ter dejavnike, ki vplivajo na odločitev vzgojitelja za načine izvajanje pripovedovanja. Empirični del temelji na kvantitativni raziskavi, ki je bila izvedena med vzgojitelji gorenjskih vrtcev. Podatke sem zbrala s spletnim anketnim vprašalnikom, rezultate pa sem analizirala z opisno statistiko. Cilj empiričnega dela je bil ugotoviti, kako pogosto strokovni delavci pripovedujejo otrokom, katere ovire zaznavajo pri tem in katere strategije najpogosteje uporabljajo pri spodbujanju razvoja pripovedovalnih kompetenc pri predšolskih otrocih. Pridobljeni rezultati so pokazali, da ima večina vzgojiteljev pozitiven odnos do pripovedovanja zgodb. Prav tako se vzgojitelji dobro zavedajo njegovega pomena za govorno-jezikovni razvoj in socializacijo ter za spodbujanje razvoja pripovedovalnih sposobnostnih pri otrocih. Večina anketirancev vsak dan oz. večkrat tedensko bere oz. pripoveduje zgodbe otrokom, pri čemer najpogosteje uporabljajo kombinacijo branja in pripovedovanja ter branja iz slikanice. Kot didaktični pripomoček vzgojitelji najpogosteje izbirajo slikanico, ki jo po pogostosti uporabe sledi knjiga, precej pa pri spodbujanju razvoja bralne in pripovedovalne pismenosti vzgojitelji uporabljajo tudi kamišibaj. Vzgojitelji so kot najpogostejše ovire pri spodbujanju pripovedovanja navedli pomanjkanje časa za individualno delo, jezikovne ovire in čustveno-vedenjske motnje otrok. Na podlagi analize teoretičnih izhodišč in rezultatov izvedene raziskave lahko sklepam, da ima pripovedovanje v vrtčevskem okolju zelo pomembno vlogo ter da odnos vzgojiteljev močno vpliva na pogostost in kakovost izvajanja dejavnosti s področja jezika. Z raziskavo sem posredno želela opozoriti tudi na potrebo po dodatni strokovni podpori vzgojiteljem pri razvijanju pripovedovalnih kompetenc in pri ustvarjanju spodbudnega jezikovnega okolja za otroke. The diploma thesis, "Preschool Teachers' Attitudes Toward Story-telling in Kindergarten," covers theoretical perspectives from various domestic and foreign authors, professional articles, and other sources related to storytelling as one of the most complex forms of verbal expression, as well as the speech and language development of preschool children and their storytelling abilities. Storytelling is a key strategy for promoting early literacy, imagination, and understanding of literature. In the theoretical section, I present the main perspectives on the significance of storytelling, the role of the preschool teacher, the most common forms of storytelling, and the factors influencing educators' choices of storytelling methods. The empirical part is based on a quantitative study conducted among preschool teachers in Gorenjska. I collected data using an online questionnaire and analysed the results using descriptive statistics. The aim of the empirical work is to determine how often professional workers tell stories to children, what obstacles they perceive, and which strategies they most often use to promote the development of storytelling competencies in preschool children. Based on the results obtained, it was possible to analyse the role of storytelling in practice and how preschool teachers experience it. The results showed that most preschool teachers have a positive attitude towards storytelling. Preschool teachers are also well aware of its importance for speech and language development, socialisation, and for promoting the development of storytelling skills in children. Most respondents read or tell stories to children every day or several times a week. According to their responses, the most frequently used forms of storytelling are a combination of reading and storytelling, and reading from a picture book. As a didactic aid, preschool teachers most often choose a picture book, followed by a book, and quite often kamishibai. However, preschool teachers cited lack of time for individual work, language barriers, and emotional and behavioural disorders in children as the most common obstacles to promoting storytelling. Based on the entire research, I conclude that storytelling plays a significant role in the kindergarten environment and that preschool teachers’ attitudes strongly influence the frequency and quality of language activities. Through this research, I also aimed to highlight the need for additional professional support for preschool teachers in developing storytelling competencies and creating a stimulating language environment for children. predšolski otroci govorno-jezikovni razvoj otrok pripovedovanje zgodb vzgojitelj speech-language development child storytelling preschool teacher true false false Z. Korenčan Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-06-18 08:30:58 2026-06-18 08:31:08 2026-06-19 11:26:15 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 49 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 205102 282235139 51862.pdf 51862.pdf 1 0097105341EA6343BD85E9F39394EB4B dc4bec3bee9dee35d3c47208e2baa799270514fbd1ff34315d0281f50ac97208 3a378c1c-6adf-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=235900 Pedagoška fakulteta 0 0 0