20.500.12556/RUL-185842 Spodbujanje pripovedovanja v predšolskem obdobju diplomsko delo Promoting storytelling in the preschool years Diplomsko delo obravnava spodbujanje pripovedovanja v predšolskem obdobju. Pripovedovanje je ena izmed pomembnejših dejavnosti v predšolskem obdobju, saj pomembno prispeva k razvoju otrokovega govora, mišljenja, domišljije, ustvarjalnosti ter socialno-čustvenega razvoja. V teoretičnem delu so predstavljeni razvoj govora in pripovedovanja v predšolskem obdobju, razvoj pripovedovalne sposobnosti, pomen pripovedovanja za otrokov celostni razvoj, različni načini spodbujanja pripovedovanja v vrtcu ter pomen slikanic brez besedila kot spodbude za otrokovo samostojno pripovedovanje. Empirični del je sestavljen iz dveh delov. V prvem delu so bili z anketnim vprašalnikom raziskani pogostost izvajanja, načini in metode spodbujanja pripovedovanja v vrtcih ter stališča vzgojiteljev do pripovedovanja in uporabe slikanic brez besedila. Rezultati so pokazali, da vzgojitelji pripovedovanju pripisujejo velik pomen in ga pogosto vključujejo v vsakodnevno delo v vrtcu. Pri dejavnostih, povezanih s pripovedovanjem, najpogosteje uporabljajo pripovedovanje ob slikanicah, pogovor o osebnih doživetjih in pogovor v krogu. Slikanice brez besedila uporabljaj redkeje, čeprav prepoznavajo njihov pomen za razvoj otrokove pripovedovalne sposobnosti. V drugem delu raziskave je bila izvedena kvalitativna analiza pripovedovanja šestih otrok ob slikanici brez besedila Marko Godec: Radovedni nosorogec in pomoč. Primerjava pripovedi pred in po poslušanju zgodbe je pokazala, da so bile po poslušanju zgodbe pripovedi otrok vsebinsko bogatejše, bolje organizirane, z bogatejšim besediščem ter smiselneje povezanimi dogodki v celoto, a pri nobenem otroku ni prišlo do prehoda na višjo razvojno raven pripovedovanja. Ugotovitve raziskave potrjujejo, da imajo kakovostne pripovedovalne dejavnosti in uporaba slikanic brez besedila pomembno vlogo pri razvoju otrokove pripovedovalne sposobnosti ter predstavljajo dragoceno izhodišče za načrtovanje vzgojnega dela v vrtcu. This bachelor's thesis examines the promotion of storytelling in early childhood education. Storytelling is one of the most significant activities during the preschool years, as it makes an important contribution to the development of children's language, thinking, imagination, creativity, and socio-emotional skills. The theoretical section presents the development of language and storytelling during the preschool period, the development of narrative competence, the importance of storytelling for children's holistic development, various approaches to fostering storytelling in preschool settings, and the role of wordless picturebooks as a stimulus for children's independent storytelling. The empirical section consists of two parts. The first part employed a questionnaire to investigate the frequency, approaches, and methods of promoting storytelling in preschool institutions, as well as preschool teachers' attitudes towards storytelling and the use of wordless picturebooks. The findings indicate that preschool teachers attach great importance to storytelling and regularly incorporate it into their everyday educational practice. The activities most frequently used to promote storytelling include storytelling based on picturebooks, discussions about children's personal experiences, and group circle-time discussions. Wordless picturebooks are used less frequently, although teachers recognise their value in supporting the development of children's narrative competence. The second part of the study involved a qualitative analysis of the storytelling of six preschool children using the wordless picturebook The Curious Little Rhinoceros and Help by Marko Godec. A comparison of the children's narratives before and after listening to the story revealed that, following the storytelling session, their narratives were richer in content, better organised, characterised by a more extensive vocabulary, and demonstrated more coherent connections between events. However, none of the children progressed to a higher developmental level of narrative competence. The findings confirm that high-quality storytelling activities and the use of wordless picturebooks play a significant role in the development of children's narrative competence and provide a valuable foundation for planning educational practice in preschool settings. pripovedovanje zgodb pripovedovanje pripovedovalna sposobnost predšolski otrok slikanica brez besedila vzgojitelj predšolska vzgoja storytelling narrative competence preschool child wordless picturebook preschool teacher early childhood education true false false Z. Grošelj Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-08-21 08:31:48 2026-08-21 08:31:52 2026-08-22 15:56:09 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 60 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 208150 288542467 52386.pdf 52386.pdf 1 F74DB79C0E755267D235D278F0CE0D38 7c9d1525ce37b538ce6ba59a70632fe1432ab50e958d087e8325a9c9dba78b91 9ccea91c-9d29-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=244831 Pedagoška fakulteta 0 0 0