Spodbujanje otrokovih predbralnih in predpisalnih spretnosti v prvi starostni skupini

Oražem, Ana (author), Skubic, Darija (mentor)

V teoretičnem delu diplomskega dela sem opredelila pojem pismenost in njene stopnje. Veliko pozornosti sem namenila pojmu predopismenjevanje. Primerjala sem zgodnje opismenjevanje in porajajočo se pismenost. Raziskala sem domačo in tujo literaturo in primerjala različna mnenja avtorjev o predopismenjevanju. Zanimalo me je, ali so vidne razlike pri predopismenjevalnih spretnostih med deklicami in dečki. Zapisala sem nekaj dejavnosti, ki spodbujajo predbralne in predpisalne spretnosti. Namen diplomskega dela je bil ugotoviti vpliv predopismenjevalnih spretnosti pri otrocih prve starostne skupine. V empiričnem delu sem z nalogami in ček listo preverila predbralne in predpisalne spretnosti otrok iz eksperimentalne in kontrolne skupine pred začetkom raziskave. Po dvomesečni uporabi dejavnosti za spodbujanje predopismenjevalnih spretnosti v eksperimentalni skupini sem test ponovila in preverila rezultate v eksperimentalni in kontrolni skupini. V raziskavo je bilo vključenih 20 otrok. Otroci iz eksperimentalne skupine so dva meseca izvajali dejavnosti za spodbujanje predopismenjevalnih spretnosti. Zanimalo me je, katere predopismenjevalne spretnosti so pri otrocih v prvi starostni skupini najmanj razvite. Nato me je zanimal vpliv dejavnosti, ki spodbujajo predopismenjevalne spretnosti in uspešnost eksperimentalne skupine. Ugotovila sem, da dejavnosti pozitivno vplivajo na razvoj predopismenjevalnih spretnosti in da je eksperimentalna skupina dosegla boljše rezultate kot kontrolna skupina. Raziskava je pokazala, da imajo otroci najslabše razvite spretnosti vidnega zaznavanja in razločevanja. Rezultati so še pokazali, da so vidne razlike med spoloma, vendar manjše, če so otroci imeli spodbudno okolje. Z raziskavo sem dokazala, da spodbujanje razvoja predbralnih in predpisalnih spretnosti pozitivno vpliva na govorno-jezikovni razvoj otrok prve starostne skupine.

• Language: Slovenian
• Keywords: pismenost
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-124959
• COBISS.SI-ID: 50542339
• Publication date in RUL: 02.03.2021

Secondary language

• Language: English
• Title: Promoting pre-reading and pre-writing skills of preschool children who are in the first age group

Abstract

In the start of my thesis I defined and described three terms: literacy, pre-reading and pre-writing, which are crucial for understanding the theoretical part of my diploma. I focused on early literacy and compared it with the pre-reading and pre-writing skills. By studying Slovenian and foregine literature I managed to compare different views and opinions of authors on the topic of early literacy. I then proceeded to focus on trying to find differences between girls and boys in pre-reading and pre-writing skills. I also wrote some activities for preschool children, which help them with early literacy. The main interest of my diploma thesis was to determine the impact of early literacy in preschool children who are in the first age group (1-3 year olds). In the empirical part of the diploma thesis I first determined the level of pre-reading and pre-writing skills of children from the experimental group and the children from the control group. The research included 20 children aged from 1 to 3 years old. Both groups had to do some literacy based activities which were made to help me understand their level of literacy skills. For this I used a checklist that I made in advance and used while the children were doing the activities. For the next two months I was implementing 10 activities that help develop literacy into the experimental group. After two months I repeated the test to see the level of pre-reading and pre-writing skills in both of the groups and compared the results. My goal was to find out which pre-reading and pre-writing skills were the least developed in the first aged children's group (1-3 year olds). I was also interested in the level of efficiency of the pre-writing and pre-reading activities I did with the experimental group of children. With the experiment I came to the conclusion that the pre-writing and pre-reading activities managed to increase the level of literacy in children who were in the experimental group. My research showed that children's least developed skills related to literacy are skills of visualization and differentiation. With the empirical part of my thesis I have proven that encouragement of pre-writing and pre-reading activities positively affects children's speech and language development.

• Keywords: literacy