20.500.12556/RUL-189347 Vloga vzgojitelja pri spodbujanju govorno-jezikovnega razvoja predšolskih otrok Role of the Preschool Teacher in Promoting the Speech and Language Development of Preschool Children V diplomskem delu smo želeli prikazati vlogo vzgojitelja pri spodbujanju govorno-jezikovnega razvoja predšolskih otrok. Vzgojitelji imajo v otrokovem govorno-jezikovnem razvoju pomembno vlogo, saj načrtujejo in izvajajo različne dejavnosti, ki ta razvoj spodbujajo. Govorno-jezikovni razvoj je v obdobju dojenčka, malčka in zgodnjega otroštva obsežen proces. Pomembno je, da so vzgojitelji dobro seznanjeni z značilnostmi razvoja in morebitnimi odstopanji, saj lahko s tem usmerijo otroka, da dobi ustrezno pomoč in podporo. Diplomsko delo predstavi razvoj jezika in govora, ključne dejavnike v govorno-jezikovnem razvoju, načine spodbujanja govorno-jezikovnega razvoja ter motnje, mejnike in odstopanja v govorno-jezikovnem razvoju. Na koncu diplomskega dela so dodane tudi vaje za razgibavanje govornega aparata. V empiričnem delu smo želeli ugotoviti in prikazati vlogo vzgojiteljev pri spodbujanju govorno-jezikovnega razvoja predšolskih otrok. Raziskava je izvedena z anketnim vprašalnikom, ki ga je izpolnilo 50 vzgojiteljev iz slovenskih vrtcev. Želeli smo izvedeti, ali so vzgojitelji seznanjeni z značilnostmi govorno-jezikovnega razvoja in morebitnimi odstopanji. Prav tako smo želeli izvedeti, kako vzgojitelji spodbujajo govorno-jezikovni razvoj predšolskih otrok. Poleg tega nas je zanimalo, kako pogosto vzgojitelji načrtno spodbujajo govorno-jezikovni razvoj z igro. Ne nazadnje nas je zanimalo tudi, ali vzgojiteljem primanjkuje ustreznih kompetenc za spodbujanje govorno-jezikovnega razvoja. Uporabili smo deskriptivno metodo in kavzalno neeksperimentalno metodo pedagoškega raziskovanja. Ugotovili smo, da so anketirane vzgojiteljice v veliki meri seznanjene z mejniki govorno-jezikovnega razvoja in jih prepoznavajo kot del svojega strokovnega znanja. Prav tako smo ugotovili, da zna večina anketirancev prepoznati odstopanja v govorno-jezikovnem razvoju. Ugotovili smo, da večina anketiranih vzgojiteljev spodbuja govorno-jezikovni razvoj z branjem slikanic, zgodb, pravljic, pogovori z otroki, postavljanjem vprašanj, petjem pesmic, deklamacij, recitacij, pripovedovanjem otrok ter z igrami vlog in socialnimi igrami. Anketirani vzgojitelji igro ocenjujejo kot pomemben dejavnik pri spodbujanju govorno-jezikovnega razvoja. Ugotovili smo tudi, da večina anketiranih vzgojiteljev ne zaznava izrazitega pomanjkanja kompetenc za spodbujanje govorno-jezikovnega razvoja. Kljub temu pa ostaja manjši delež, ki zaznava, da jim teh kompetenc primanjkuje. This thesis aims to illustrate the role of preschool teachers in fostering the speech and language development of preschool children. Preschool teachers play a significant role in this process, as they plan and implement various activities designed to stimulate such development. Speech and language development is an extensive process spanning infancy, the toddler years, and early childhood. It is crucial for teachers to be well versed in developmental characteristics and potential deviations, as this enables them to guide children towards receiving appropriate help and support. The thesis outlines speech and language development, key factors influencing this process, methods for fostering development, and disorders, milestones, and deviations associated with speech and language development. Exercises for strengthening the speech apparatus are included at the end of the thesis. The empirical section aims to identify and demonstrate the role of preschool teachers in fostering the speech and language development of preschool children. The study was conducted using a questionnaire completed by 50 teachers from Slovenian kindergartens. The goal was to determine whether preschool teachers are familiar with the characteristics of speech and language development and potential deviations. We also sought to understand how teachers foster this development in preschool children. Furthermore, we investigated how frequently preschool teachers intentionally promote speech and language development through play. Finally, we also sought to determine whether preschool teachers lack the appropriate competences to foster speech and language development. We employed descriptive and causal non-experimental pedagogical research methods. We found that the surveyed preschool teachers are largely familiar with the milestones of speech and language development and recognise them as part of their professional expertise. We also found that the majority of respondents are able to identify deviations in speech and language development. Furthermore, we established that most of the surveyed teachers foster speech and language development through activities such as reading picture books, stories, and fairy tales; conversing with children; asking questions; singing songs; reciting poems and verses; having children tell stories; and engaging in role play and social games. The surveyed preschool teachers regard play as a significant factor in promoting speech and language development. We also found that the majority of the surveyed preschool teachers do not perceive a significant lack of competence in fostering speech and language development; however, a small proportion do feel they lack these competences. govorno-jezikovni razvoj otrok spodbujanje govorno-jezikovnega razvoja vzgojitelj speech and language development child fostering speech and language development preschool teacher true false false Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-10-04 08:30:11 2026-10-04 08:30:16 2026-10-05 04:27:56 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 217902 55359.pdf 55359.pdf 1 3E72E62E0CF6C3FC9C7A0317A060105A f6be36f1ce669d9d86037911c38a6d72152ba0bd58bad10d21f0733d38fbc2b9 f4c928b7-bfbc-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249823 55360.docx 55360.docx 1 B4713CDEBA13EE9A068220A0C534ECBC 557bfff7d69592ec9ac2533cee29fece2b8f27fcd570fb2fc60b2e2399976b28 f4c9bcce-bfbc-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249825 Pedagoška fakulteta 0 0 0