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Predopismenjevanje v Sloveniji in na Majorki
Vidmar, Vanja (Author), Saksida, Igor (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5546/ This link opens in a new window

Abstract
Predopismenjevalne zmožnosti pričenjajo otroci razvijati že v predšolskem obdobju, bolj sistematično pa kasneje, v začetku obdobja šolanja. Veliko vlogo pri predopismenjevanju imajo sprva starši, ki otroku predstavijo prvi stik s pisanim besedilom in jim ga skušajo s pomočjo različnih dejavnosti čim bolj približati. Kasneje, ob vstopu v vrtec, spoznajo otroci način predopismenjevanja, pri katerem skupaj z ostalimi otroki in vzgojitelji spoznavajo svet črk in besed. Potrebno se je zavedati, da so otroci ob vstopu v šolo med seboj različni glede osebnih značilnosti in glede bralnih in pisalnih sposobnosti. Naloga učitelja je, da vsem učencem omogoči takšen pristop k opismenjevanju, ki jim bo ustrezal in po katerem bodo učenci lahko napredovali po svojih najboljših zmožnostih in sposobnostih. Velik vpliv na to ima tudi motivacija, tako notranja kot tudi zunanja. Učence moramo sprva motivirati, da spoznajo namen in vrednoto pisanja in branja ter jih tako spodbuditi k želji po znanju. Namen raziskave je bil ugotoviti, ali se pojavljajo razlike na področju predopismenjevanja v Sloveniji in na Majorki. V raziskavi smo uporabili metodo opazovanja načina predopismenjevanja na Majorki. V treh različnih vrtcih smo opazovali, kako se njihovo predopismenjevanje razlikuje od tega, ki ga imamo v Sloveniji. Raziskavo smo podkrepili z analizo kurikulov, in sicer tistega, ki ga uporabljajo na Majorki, in tistega, ki ga uporabljamo v Sloveniji. Osredotočili smo se predvsem na glavne cilje, dejavnosti, ki spodbujajo predopismenjevanje, na sodelovanje s starši v vrtcu in na čas pričetka predopismenjevanja. Z dobljenimi rezultati smo ugotovili, da se pojavljajo razlike pri načinu predopismenjevanja. Glavna razlika je ta, da na Majorki pričnejo z obravnavo črk že pri treh letih starosti, medtem ko pri nas začnemo z obravnavo ob otrokovem vstopu v osnovno šolo. Raziskava in njeni rezultati bodo uporabni tako za vzgojitelje kot tudi za učitelje 1. razreda osnovne šole.

Language:Slovenian
Keywords:predopismenjevanje
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2018
COBISS.SI-ID:12271177 This link opens in a new window
Views:413
Downloads:85
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Secondary language

Language:English
Title:Developing pre-literacy skills in Slovenia and in Mallorca
Abstract:
Children already begin to develop preliterate skills in their preschool period and enhance them at the start of primary school, where it is more systematic. Parents play a big role in helping their children develop their pre-writing skills, as they bring them in contact with their first written text and try to bring them closer to the child through various activities. Later, upon entering kindergarten, children discover pre-writing, where they uncover the world of words and letters with other children and educators. We need to keep in mind that when entering school, children are at different levels of reading and writing abilities and different personalities. The teacher’s task is to enable all pupils to approach pre-writing the way it suits them, and will enable them to progress to the best of their abilities. A big role is played by motivation, both internal and external. We must initially motivate pupils to learn the purpose and value of writing and reading and encourage their desire for knowledge. The aim and purpose of this master thesis was to find out if there are any differences in the field of pre-writing in Slovenia and in Mallorca. In the study we used the method of observation the pre-writing activities in Mallorca. There we observed three different kindergartens to establish differences between the activities in Mallorca and Slovenia. The research was supported by the analysis of the curriculums used in Mallorca and in Slovenia. We primarily focused on the main goals, activities that promote pre-writing skills, cooperation with parents and the kindergarten, and the start of pre-writing activities. The results showed that there are differences between pre-writing activities. The main difference is that in Mallorca they begin to learn about letters at the age of three, while in Slovenia we start at the child's entry into elementary school. The research and its results will be useful for kindergarten teachers and teachers of the 1st grade of elementary school.

Keywords:pre-writing

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