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Zmožnost pripovedovanja v različnih kontekstih pri slepih in slabovidnih predšolskih otrocih : diplomsko delo
Prađeno, Svetlana (Author), Kranjc, Simona (Mentor) More about this mentor... This link opens in a new window, Hočevar, Andreja (Mentor) More about this mentor... This link opens in a new window

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Abstract
V diplomskem delu obravnavamo zmožnost pripovedovanja zgodbe v različnih kontekstih pri slepih in slabovidnih predšolskih otrocih. V teoretičnem delu naloge smo podrobneje opredelili slepoto in slabovidnost ter opisali značilnosti razvoja slepih in slabovidnih predšolskih otrok ter njihova odstopanja od videčih vrstnikov na jezikovnem področju. Osrednje poglavje je namenjeno predstavitvi razvoja zmožnosti otrokovega pripovedovanja zgodbe, v katerem smo se osredotočili na nekatere pomembne dejavnike, ki vplivajo na otrokov govorni razvoj in s tem zmožnosti pripovedovanja. V zadnjem poglavju smo se osredotočili na ocenjevanje otrokove pragmatične zmožnosti in podrobneje opisali pripomoček, ki smo ga uporabili v raziskavi. V empiričnem delu naloge smo raziskovali, ali prihaja do razlik v pripovedovanju slepih/slabovidnih otrok v različnih kontekstih in ali se zmožnost pripovedovanja v različnih kontekstih pri slepem/slabovidnem otroku razlikuje od tiste pri videčem otroku. Zanimal pa nas je tudi učinek nekaterih dejavnikov družinskega okolja na zmožnost otrokovega pripovedovanja. Raziskavo smo izvedli tako, da smo primerjali pripovedovanje zgodb otrok v dveh skupinah, in sicer slepih/slabovidnih in videčih otrok, na podlagi že izdelanih meril za ocenjevanje pripovedovanja zgodbe, rezultate pa skušali razložiti tudi s pomočjo podatkov o družinskem okolju, ki smo jih zbrali s pomočjo vprašalnika za starše. Ugotovili smo, da slepi/slabovidni otroci na splošno pripovedujejo na višji razvojni ravni kot njihovi videči vrstniki, rezultati njihovega pripovedovanja pa se pozitivno povezujejo s kakovostjo njihovega družinskega okolja.

Language:Slovenian
Keywords:pripovedovanje, predšolski otroci, slepi otroci, slabovidni otroci, diplomsko delo
Work type:Undergraduate thesis (m5)
Tipology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Year:2016
Publisher:[S. Prađeno]
Number of pages:109 str.
UDC:808.543-056.262-053.2
COBISS.SI-ID:62306658 Link is opened in a new window
Views:50
Downloads:0
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Secondary language

Language:English
Abstract:
This diploma paper discusses the ability of storytelling in different contexts concerning blind and visually impaired preschool children. In theoretical part of diploma paper we defined blindness and visual impairment; we described the characteristics of development in blind and visually impaired preschool children, as well as their deviations from sighted peers regarding the language field. The main chapter is presenting the development of children's ability of storytelling. We focused on some of the important factors that affect children's language development and therefore the ability of storytelling. In the last chapter we focused on evaluation of child's pragmatic ability and detailed description of the accessory used in the research. In the empirical part of the diploma paper we studied, whether there are any differences in blind/visually impaired children's storytelling in different contexts, and whether the ability of storytelling in different contexts of blind/visually impaired child differs from that of a normally sighted child. We were interested in the effect of certain factors of family environment on ability of child's storytelling. The study was carried out by comparing storytelling of children divided in two groups, therefore blind/visually impaired children in one group and sighted children in other. Study was made on the basis of premade criteria for assessing the storytelling. Results of the study were explained with the help of information concerning family environment gathered by using a questionnaire for parents. Study shows that the blind/visually impaired children generally narrate on a higher level of development, compared with their sighted peers. The results of their storytelling are positively connected with the quality of their family environment.


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