In the theoretical part of the diploma thesis, I presented the speech development in the pre-school period, from the pre-lingual period which includes the first voices, gestures and non-verbal communication, to the creation of texts, where I described the first words, phrases and the production of texts. I devoted my attention to narration, its development, coherence and cohesion, the factors that influence it and the restoration of stories in the pre-school period. I also mentioned the pre-school reading badge, its advantages and disadvantages.
In the empirical work, I read the story of Rokavička, for children aged three to six years, which they later reconstructed, or recounted, with the help of the book. I recorded their stories and later evaluated them according to the criteria for evaluation, adapted by L. Marjanovič Umek and colleagues (2011). The objective was to discover their ability of independent reconstructing/retelling of the story. As expected the results show to show that the capacity for reclamation or narration is increasing with the age of children. Young children, three-year-olds and four-year-olds use fewer words, sentences are not related, mostly describe things, persons on illustrations. When telling older children, five and six years old, stories are more connected, coherent, and cohesive. They also use several different words, conjunctions and longer sentences that connect to each other.
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