Motivacija staršev za branje zahtevnih besedil skupaj z otroki v prvem razredu devetletke : diplomsko delo

Stokanovič, Svetlana (author), Saksida, Igor (mentor)

Družinska pismenost zajema dejavnosti med dvema rodovoma znotraj družine in dejavnosti, ki potekajo medgeneracijsko med otroki in odraslimi. Sem sodi tudi branje staršev skupaj s svojimi otroki. Predmet obravnave mojega dipomskega dela je motiviranost staršev za branje skupaj z otroki v prvem razredu devetletke, s poudarkom na zahtevnih besedilih. Pri slednjih gre predvsem za naslednje vrste besedil: celovite daljše pravljice, obsežna besedila, vsebinsko zahtevna besedila, poezijo, stripe, resničnostne tematike, strokovna besedila. V empiričnem delu diplomske naloge sem s pomočjo anketnega vprašalnika ugotavljala motiviranost staršev za branje zahtevnih besedil skupaj z otroki. Rezultati so pokazali, da je pomanjkanje časa razlog, da z otrokom ne berejo pogosteje, kljub temu pa se starši zavedajo, da je skupno branje v domačem okolju za otroka in njegov razvoj zelo pomembno. Z raziskavo sem ugotovila, da starši s svojimi otroki najpogosteje berejo celovite daljše pravljice, ki so namenjene 1 leto ali več starejšim otrokom od njihovega. Svojo splošno zavzetost in motivacijo za branje zahtevnih besedil z otrokom pa starši ocenjujejo kot niti nizko, niti visoko; k takšnemu branju jih motivira predvsem vpliv na otrokov bralni razvoj in posledično boljši učni uspeh. Izsledki raziskave so pokazali, da je pomanjkanje časa razlog, da z otrokom pogosteje ne berejo zahtevnih besedil. S strani šole pa se starši prav tako čutijo deležni spodbud in menijo, da je branje zahtevnih besedil z otrokom koristno.

• Language: Slovenian
• Keywords: družinska pismenost, skupno branje, zahtevna besedila
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [S. Stokanovič]
• Year: 2015
• Number of pages: 61 f.
• PID: 20.500.12556/RUL-71710
• UDC: 028(043.2)
• COBISS.SI-ID: 10597449
• Publication date in RUL: 10.07.2015

STOKANOVIČ, Svetlana, 2015, Motivacija staršev za branje zahtevnih besedil skupaj z otroki v prvem razredu devetletke : diplomsko delo [online]. Bachelor’s thesis. S. Stokanovič. [Accessed 21 June 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=71710

Secondary language

• Language: English
• Title: Motivation of parents for reading complex texts with children in the first grade of primary school

Abstract

Family literacy includes activities among two generations in a family and intergenerational activities, which take place between children and adults. This activities include parents reading with their children. The subject of research in my diploma thesis is motivation of parents for reading with their children in the first grade of primary school, with emphasis on complex texts. With latter we think of: longer comprehensive fairytales, vast texts, complex content literature, poetry, comic books, literature with real-life themes and technical literature. In the empirical part of this diploma thesis I have conducted a survey among parents and the results showed me what motivates parents to read with their children. Results have shown that lack of time is the most common reason that prevents parents to read more with their children, but they are aware that reading together with their children in domestic environment is very important for children and their development. Research has indicated that longer comprehensive fairytales, which are meant for older children, are most common literature they read with their children in the first grade of primary school. Their overall commitment, motivation to read complex texts with their children is mediocre and the motivation to read these kind of texts derives from the impact that those kind of texts have on child's reading development and consequently better academic success. The lack of time is the reason that parents don't read complex texts more to their children. Schools encouragement on this matter is felt by parents, who think reading complex texts with their children is beneficial.