Zavedanje koncepta tiska pri otrocih, starih od 5 do 6 let

Zupan, Irena (author), Skubic, Darija (mentor)

Raziskovalci so v zadnjih letih ugotovili, da se razvoj pismenost začne že ob rojstvu otroka. Prav zaradi tega spoznanja se dandanes daje veliko poudarka na razvijanje predbralnih in predpisalnih spretnosti v predšolskem obdobju. S tem, ko otroka vključijo v vrtec, starši postanejo pomemben člen pri sodelovanju z vzgojiteljem, skupaj pa igrajo pomembno vlogo pri razvijanju otrokove pismenosti. Diplomsko delo je razdeljeno na teoretični in empirični del. V teoretičnem delu sem opredelila naslednje pojme: pismenost, družinska pismenost, zgodnja pismenost, porajajoča se pismenost, začetna pismenost in prehodna pismenost. Prav tako sem raziskala, kako je področje jezika opredeljeno v slovenskem, hrvaškem in finskem predšolskem kurikulumu. V empiričnem delu sem v okviru kvantitativnega raziskovanja zbrala podatke z deskriptivno in s kavzalno metodo. V raziskavi sem uporabila ček listo za preverjanje otrokovega razumevanja koncepta tiska in knjige avtoric M. Barone, M. Mallette in S. Hong Xu (2005). V raziskavo je bilo vključenih 47 otrok, in sicer 25 dečkov in 22 deklic iz dveh osrednjeslovenskih vrtcev. Raziskava je pokazala, da otroci pri drugem preverjanju dosegajo veliko višje rezultate, kot so jih pri prvem. Rezultati prvega in drugega preverjanja razumevanja tiska kažejo, da načrtovano delo, ki vključuje več jezikovnih dejavnosti, pomembno vpliva na razvoj otrokovega razumevanje koncepta tiska in knjige. Raziskava je še pokazala, da ni statistično pomembnih razlik v razumevanju koncepta tiska in knjige glede na spol otroka.

• Language: Slovenian
• Keywords: otrok
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-120854
• COBISS.SI-ID: 29756419
• Publication date in RUL: 29.09.2020

Secondary language

• Language: English
• Title: The awareness of the concept of the print with children aged five to six

Abstract

During the last years, researchers have discovered that the development of literacy begins at birth. Nowadays, a lot of emphasis is given on the child's development of pre-reading and pre-writing skills in the preschool period. By enrolling the child into kindergarten, parents become an important link in cooperating with the teacher. Together, they play an important part when it comes to the child's literacy development. My paper is divided into the theoretical and the empirical part. In the theoretical part, I have defined the following concepts: literacy, family literacy, early literacy, rising literacy, initial literacy, and transitional literacy. In addition, I have researched how linguistics is defined in the curriculum of Slovene, Croatian, and Finnish kindergartens. In the empirical part, I have collected data on quantitative research by using descriptive and causal methods. I have used the checklist to check the child's understanding of the concept of the print and the book by M. Barone, M. Mallette in S. Hong Xu (2005). For my research, I have tested 47 children: 25 boys and 22 girls from two kindergartens in central Slovenia. My research shows that children achieve higher results when tested for the second time than they do at the first testing. The results from the first and the second testing show that planning more linguistic activities in kindergarten is important for the development of the child's understanding of the concepts of the print and the book. The research also shows that gender does not affect the important statistical difference when it comes to the understanding of the concepts of the print and the book.

• Keywords: child