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Kakovostno okolje vrtca kot dejavnik zmanjšanja govorno-jezikovnih težav predšolskih otrok
Jamnik, Maja (Avtor), Košir, Stanislav (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/5882/ Povezava se odpre v novem oknu

Izvleček
Govorno-jezikovni razvoj je zapleten proces, na katerega vpliva veliko dejavnikov. V diplomskem delu smo raziskovali dejavnik okolja, tj. vrtca, saj lahko raven kakovosti vrtca vpliva na doseženo stopnjo govorno-jezikove razvitosti otrok, oz. zmanjša ali prepreči pojav govorno-jezikovnih težav. Teoretični del predstavlja govorno-jezikovni razvoj otroka, njegove govorno-jezikovne zmožnosti, vlogo vzgojitelja na ravni spremljanja oz. ocenjevanja otrokovega govorno-jezikovnega razvoja in njegovo zmožnost prepoznavanja kriterijev tveganja, ki lahko vodijo do pojava tovrstnih težav. Nato sledita krajša predstavitev govorno-jezikovnih težav, s katerimi se vzgojitelj srečuje pri svojem delu, in seznam iger, s katerimi lahko pomaga otroku s težavami na tem področju razvoja. V poglavjih o kakovosti vrtca sta predstavljeni splošna kakovost in kakovost govorno-jezikovnega okolja; slednja na ravni Kurikuluma za vrtce, prostora, vzgojiteljevega dela, igre in otrokovih vrstnikov. Domači in tuji raziskovalci so opozorili na primanjkljaje vrtcev na področju zagotavljanja kakovosti govorno-jezikovnega okolja, zato smo v empiričnem delu raziskali kakovost govorno-jezikovnega okolja vrtca in kakovosti dela z otroki z govorno-jezikovnimi težavami. Sodelovalo je 5 vrtcev oz. 68 vzgojiteljev. Raziskava je temeljila na opazovanju dela vzgojiteljev (usmerjene dejavnosti, rutine ali proste igre, prostora) in rešenih anketnih vprašalnikih. Sledili sta analiza opazovanj in rezultatov anketnih vprašanj ter razvrstitev vrtcev po doseženi kakovosti. Diplomsko raziskovanje je potrdilo razlike v kakovosti vrtcev tako na področju kakovostnega govorno-jezikovnega okolja kot na področju kakovosti dela z otroki z govorno-jezikovnimi težavami. Rezultati spodbujajo k nadaljnjemu spremljanju kakovosti in njenega vpliva na govorno-jezikovni razvoj otrok brez in z govorno-jezikovnimi težavami.

Jezik:Slovenski jezik
Ključne besede:kakovost vrtca
Vrsta gradiva:Diplomsko delo/naloga (mb11)
Tipologija:2.11 - Diplomsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2019
COBISS.SI-ID:12557385  Povezava se odpre v novem oknu
Število ogledov:166
Število prenosov:38
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Quality pre-school environment as a decreasing factor of speech and language difficulties of pre-school children
Izvleček:
Speech and language development is a difficult process which depends on many factors. In this work the environmental factor (preschool institution) is presented. Quality preschool institutions can reduce or impact child speech-language difficulties. Because of this impact, this diploma thesis explores quality indicators of speech-language environment in preschool institutions. Presented in the theoretical part is a preschool child's speech-language development, their speech-language abilities in preschool time, the teacher’s role (evaluation of the child's speech-language development, identification of risk factors), list of speech-language impairments in preschool time and a list of games for teachers who want to help children with speech and language difficulties. Further in this diploma thesis there is a presentation of the quality of a preschool institution and the quality of speech and language environment in preschool organisations. It explores the subjects of the national document (named Kurikulum za vrtce), the space for child's play, preschool teachers, games and child's peers. Domestic and foreign researchers are warning that preschool institutions have problems with ensuring quality in the speech-language area. In the following empirical part of this work the research of the quality in the speech-language environment and the research of the quality of preschool teacher work with children which have speech-language difficulties is presented. In the research, sixty-eight preschool teachers participated. They were observed in three areas (their planned activities for children, routine or free time play and their organization of their playroom) and were asked to complete the questionnaire. The analysis of results follows. The research in this work confirms the differences in the quality between different preschool institutions. Differences appeared in both areas (quality speech-language environment and quality of work with children which have speech-language difficulties). It also encourages preschool teachers to further monitor, evaluate and explore speech-language quality and its influence on children’s speech-language development.

Ključne besede:preschool quality

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