Spodbujanje družinske pismenosti

Rošer, Cveta (author), Skubic, Darija (mentor)

Pismenost je skupek spretnosti, ki omogočajo iskanje, izbiro in rabo informacij za zadovoljitev potreb posameznika v vsakdanjem življenju. Družinska pismenost se definira kot koncept, ki vključuje naravno nastajajoče izobraževalne dejavnosti v okviru doma in družine. Zajema različne dejavnosti, ki potekajo znotraj družine in so povezane s pismenostjo v najširšem pomenu besede. Vključevanje odraslih v interakcijo z otrokom ima zelo pomembno vlogo za otrokov razvoj in učenje, zato pri razvoju pismenosti nikakor ne smemo pozabiti na starše. Starši so tisti, ki se prvi pogovarjajo z otrokom, se z njim igrajo, mu pripovedujejo, berejo. Ob njih se otrok prvič sreča s knjigo in z drugo tiskano besedo. Z načrtnim razvijanjem družinske pismenosti posegamo tudi na področje medsebojnih odnosov med družinskimi člani. Večina otrok je že vključenih v vrtce. V Kurikulumu za vrtce so opredeljeni cilji, ki narekujejo razvoj predbralnih in predopismenjevalnih zmožnosti in spretnosti in otroci so jih deležni. Vzgojiteljica ne more v celoti nadomestiti družinskega okolja in družine. Lahko pa z različnimi programi vključuje starše in spodbuja družinsko pismenost. Pri nas poznamo različne oblike sodelovanja strokovnih ustanov – vrtcev, šol, knjižnic, kulturnih ustanov s starši, s ciljem osveščanja o pomenu branja za otrokovo šolanje in razvoj. To so npr. šole za starše, ure pravljic itn. Daljše, zahtevnejše oblike sodelovanja s starši, ki predvidevajo tudi ustrezno usposobljenost strokovnjakov, ki delajo s starši, pa imenujemo programi družinske pismenosti. Številne domače in tuje raziskave pismenosti kažejo, da problem pismenosti nikakor ni le v pomanjkanju sposobnosti, temveč tudi v pomanjkanju motivacije za branje. Namen mojega magistrskega dela je opredeliti vlogo družine in družinskega okolja pri porajajoči se pismenosti, torej pri spodbujanju predbralnih in predpisalnih zmožnosti in spretnosti njihovih otrok v predšolskem obdobju. Ugotoviti želim, kakšno je sodelovanje med vrtcem in družino ter okoljem, iz katerega družina izhaja, pri čemer želim izpostaviti demografsko okolje in socialno–ekonomski status družine. S kritično analizo bom ugotavljala, ali se starši vključujejo v dejavnosti za spodbujanje predbralnih in predpisalnih zmožnosti in spretnosti, ki so jim na voljo v vrtcu, knjižnici ali v okolju, iz katerega izhajajo.

• Language: Unknown
• Keywords: družinska pismenost
• Work type: Master's thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-81066
• COBISS.SI-ID: 10955849
• Publication date in RUL: 29.03.2016

Secondary language

• Language: Unknown
• Title: Promoting family literacy

Abstract

Literacy is a set of skills that enables search, choice and use of information for meeting the needs of individual in everyday life. Family literacy is defined as a concept that includes naturally occurring educational activities within home and family. It covers various activities conducted within family and are related to literacy in the broadest sense of the word. Inclusion of adults into interaction with a child has a very important role for child's development and learning; therefore in the literacy development the role of parents should not be neglected. Parents are the ones who first talk with the child, play with him and read to him. With parents child for the first time meets a book and other printed material. By systematically developing family literacy we also intervene with the area of interpersonal relationships among family members. Most children already attend kindergarten. Slovene Curriculum for Preschool Institutions defines the goals which promote development of prereading and preliteracy abilities and skills, and which children are already given. Governess cannot fully replace family environment and family but can through various programs include parents' involvement and promotes family literacy. There are different forms of participation of the professional institutions with parents - kindergartens, schools, libraries, cultural institutions, with the goal of raising awareness about the importance of reading for the child's education and development. These are e.g. schools for parents, story hours, etc. Longer, more complex forms of cooperation with parents that also require adequate qualifications of professionals working with parents are called family literacy programs. Numerous domestic and foreign literacy researches show that the problem of literacy stems not only from the lack of ability, but also from the lack of motivation to read. The purpose of my master thesis is to define the role of the family and family environment in the emerging literacy, thus promoting prereading and prewriting abilities and skills of their children in the preschool period. I want to determine the nature of cooperation between kindergarten and family and the environment from which the family comes from whereby I want to highlight the demographic environment and socioeconomic status of the family. With critical analysis I shall investigate whether the parents are involved in activities to promote prereading and prewriting abilities and skills that are available to them in kindergarten, library or in the environment from which they originate.

• Keywords: family literacy