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Socialni konteksti in ocenjevanje govorne kompetentnosti malčkov in malčic
Fekonja, Urška (Author), Marjanovič Umek, Ljubica (Author)

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Abstract
Govorni razvoj poteka v obdobju malčka zelo hitro, tako z vidika kakovostnih kot tudi količinskih razvojnih sprememb. Na razvoj govora vpliva več dejavnikov, med njimi sta predvsem pomembna malčkov spol in izobrazba njegovih staršev. Ker je obdobje malčka kritično obdobje za razvoj govora pa tudi zgodnje in poznejše pismenosti, raziskovalce pogosto zanima, s katerimi pripomočki ter v kakšnih socialnih kontekstih lahko zanesljivo ocenimo malčkovo govorno kompetentnost. V prispevku sta prestavljeni dve slovenski študiji, v kateri so bili vključeni malčki, stari od 16 do 30 mesecev, ki so obiskovali vrtec. Za ocenjevanje malčkove govorne kompetentnosti sva uporabiliListo razvoja sporazumevalnih zmožnosti za malčke, stare od 16 do 30 mesecev (Marjanovič Umek, Fekonja, Kranjc in Bajc 2008 a). V prvi študiji sva na vzorcu 953 malčkov proučevali učinek malčkovega spola in izobrazbe staršev na govorno kompetentnost malčkov; v drugi študiji pa sva na vzorcu 140 malčkov analizirali ujemanje med ocenami, ki so jih o govorni kompetentnosti malčkov podali njihovi starši in vzgojiteljice v vrtcu. Dobljeni rezultati prve študije so pokazali, da sta spol malčkov in izobrazba njihovih staršev pomembna dejavnika malčkove govorne kompetentnosti. Straši so govor malčic na večini lestvi ocenili z višjimi ocenami kot govor malčkov, prav tako pa so starši z višjo izobrazbo svoje malčke ocenili z višjimi ocenami kot starši z nižjo izobrazbo. Ugotovitve druge študije pa kažejo, da kljub različnim kontekstom, v katerih starši in vzgojiteljice poslušajo malčke in se z njimi pogovarjajo, njihov govor ocenjujejo relativno podobno. Malčkov spol in izobrazba staršev pa nista enako učinkovala na ocene staršev in vzgojiteljic.

Language:Slovenian
Keywords:malčki, govorni razvoj, jezikovni razvoj, psihološko ocenjevanje, psihološko testiranje, govorna kompetentnost, izobrazba staršev, razvoj otroka, razlike med spoloma
Work type:Not categorized (r6)
Tipology:1.01 - Original Scientific Article
Organization:FF - Faculty of Arts
Year:2009
Publisher:Zveza društev pedagoških delavcev Slovenije
Number of pages:str. 18-39
Numbering:Letn. 60 (126), št. 3
UDC:159.922.7:159.946.3
ISSN on article:0038-0474
COBISS.SI-ID:40419170 Link is opened in a new window
Views:712
Downloads:177
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 This link opens in a new window

Secondary language

Language:English
Title:Social contexts and toddlers' language competence assessment
Abstract:
Child's language develops very rapidly in the period of toddlerhood, both in terms of qualitative and quantitative developmental changes. Toddler's gender and parental education are two of the most important factors of his/her language development. As the period of toddlerhood represents the critical period for the development of language and early as well as later literacy, the researchers frequently try to establish which instruments and social contexts could provide the most valid and reliable measures of toddler's language competence. The paper describes two Slovenian studies, which included toddlers, aged from 16 to 30 months, attending preschool institutions. To assess toddler's language competence, we used the Inventory of communicatice competence for children aged 16 to 30 months: words and sentences (Marjanovič Umek, Fekonja, Kranjc & Bajc 2008 a). In the first study which included 953 toddlers, we estimated the effect of toddler's genderand their parents' education on toddlers' language competence; in the second study, which included 140 toddlers, we analyzed the agreement between the reports of toddlers' language competence, provided by their parents and preschool teachers. The results of the first study suggests that the toddler's gender and parental education represents important factors of toddler's language development. Parents assessed the language competence of girls with higher rates than the language competence of boys, while the parents with higher education reported of higher language competence of their toddlers than parents with lower education. The findings of the second study shows that, although the parents and preschool teachers listen to and speak with toddlers in different contexts, they assess their language competence with relatively similar rates. However, the toddler's gender and parental education did not have the same effect on the reports given by parents and preschool teachers.

Keywords:toddlers, speech development, language development, childhood development, psychological assessment, psychological testing, language competence, parental education, gender differences

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