Razlike v pripovedovanju otrok ob slikanici brez besedila glede na izobrazbo staršev in spol otroka

Lamut, Maša (author), Justin, Ema (author), Skubic, Darija (mentor)

V diplomskem delu sva proučevali razlike v pripovedovanju otrok ob slikanici brez besedila glede na izobrazbo staršev in otrokov spol. V teoretičnem delu sva opredelili, kaj je govor in govorni razvoj ter dejavnike, ki vplivajo na razvoj govora. Opisali sva, kakšno vlogo imata branje in pripovedovanje v otrokovem razvoju ter kakšna je vloga odraslega pri spodbujanju govornega razvoja in v komunikaciji z otrokom. Izpostavili sva tudi slikanico in njen pomen za spodbujanje govornega razvoja. Predstavili sva različne vrste slikanic in aktivnosti, ki jih ob slikanici brez besedila lahko izvajajo otroci oz. bralci slikanic brez besedil. V empiričnem delu sva predstavili rezultate raziskave, v kateri sva ugotavljali, ali se pojavljajo razlike v pripovedovanju otrok ob slikanici brez besedila glede na izobrazbo staršev in spol otroka. Z anketnim vprašalnikom, ki so ga izpolnili starši otrok, sva izvedeli stopnjo njihove izobrazbe ter dobili vpogled v njihova prepričanja o razvoju govora v predšolskem obdobju. Največ anketiranih staršev meni, da izobrazba staršev delno vpliva na govorni razvoj otroka. Polovica anketirancev je mnenja, da se pojavljajo razlike v govornem razvoju deklic in dečkov ter so enotnega mnenja, da se govor pri deklicah hitreje razvije. V najino raziskavo sva vključili tudi pripovedovanje otrok ob slikanici brez besedila z naslovom Maruška Potepuška. V raziskavo sva vključili 32 otrok, starih od štiri do šest let. S slikanico brez besedila sva raziskovali njihov govorni razvoj po šestih kazalnikih instrumenta za ocenjevanje zgodbe otrok (Marjanovič Umek idr., 2011). Rezultati najine raziskave so pokazali, da se pojavljajo zanemarljive razlike v govornem razvoju predšolskih otrok glede na njihov spol in izobrazbo njihovih staršev.

• Language: Slovenian
• Keywords: govorni razvoj
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-139334
• COBISS.SI-ID: 119746051
• Publication date in RUL: 07.09.2022

Secondary language

• Language: English
• Title: Differences in children's story telling with a picture book without text according to parents' education and child's gender

Abstract

The thesis identifies and examines the differences in children’s storytelling with the help of a picture book without text, whereby the level of their parents’ education and the gender of children were considered. In the theoretical part, the terms speech and speech development are defined, as well as the factors that affect speech development. The role of reading and storytelling in a child's development is described, as well as and the role of an adult in encouraging speech development and the role of an adult in communication with the child. Picture book as am aid for promoting speech development is also discussed. Different types of picture books are presented as well as activities that children carry out using picture books without text. In the empirical part results of the research are presented. The research was focused on finding out whether there are differences in children's storytelling when using picture book without text in correlation to the level of education of their parents and the gender of a child. Using a questionnaire filled out by the children's parents, we found out what their level of education is and gained insight into their beliefs about speech development in the preschool period. Most of the parents surveyed believe that the parents' education partially affects the speech development of a child. Half of the respondents share the opinion that there are differences in speech development among girls on one hand and boys on the other hand, and share the opinion that girls' speech develops faster. The research also comprised storytelling by the children, who were using a picture book without text (M: Amalietti: Maruška potepuška) as an aid for telling the story. 32 children aged four to six were included in the research. Picture book without text served as the basis for exploring the children’s speech development according to the six indicators of the instrument for children's storytelling evaluation (Marjanovič Umek et al., 2011). The results show that there are insignificant differences in speech development that could be attributed to children’s gender and the level of education of their parents.

• Keywords: speech development