Vloga vzgojiteljev in staršev v spodbujanju porajajoče se pismenosti predšolskih otrok v času COVID-19

Kramar, Iva (author), Skubic, Darija (mentor)

Diplomsko delo z naslovom Vloga vzgojiteljev in staršev v spodbujanju porajajoče se pismenosti predšolskih otrok v času COVIDA-19 je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu sem opredelila pojem pismenost in naštela vrste pismenosti. Večjo pozornost sem namenila porajajoči se pismenosti. Opredelila sem vlogo odraslih oseb pri porajajoči se pismenosti, načela porajajoče se pismenosti in modele. V povezavi s porajajočo se pismenostjo sta me zanimali tudi družinska pismenost in bralna pismenost. Dotaknila sem se še pojma branje in s tem povezanega pojma družinsko branje. Naštela in opredelila sem nekaj dejavnosti, ki so povezane z branjem. Med temi sem se bolj osredotočila na dialoško branje. Na koncu teoretičnega dela sem predstavila še otrokovo pismenost v času COVIDA-19 in način dela vzgojno-izobraževalnih ustanov med epidemijo. Namen diplomskega dela je bil ugotoviti, kakšna je bila vloga staršev in vzgojiteljev pri spodbujanju porajajoče se pismenosti v času COVIDA-19. Za izvedbo empiričnega dela sem sestavila dva anketna vprašalnika. Prvi je bil namenjen vzgojiteljem in pomočnikom vzgojitelja, drugi pa staršem oz. skrbnikom predšolskih otrok. V anketo je bilo vključenih 60 vzgojiteljev in pomočnikov vzgojitelja ter 6 staršev oz. skrbnikov predšolskih otrok. Anketiranje je potekalo 2 meseca. Rezultati anketiranja so pokazali, da se večina anketiranih staršev zaveda pomembnosti spodbujanja porajajoče se pismenosti in to redno spodbujajo tudi med zaprtjem vrtcev. Večina anketiranih staršev svoje branje otroku obogati z dodatnimi aktivnostmi in pogosto bere dialoško. Prav tako kot anketirani starši se tudi anketirani vzgojitelji in pomočniki vzgojitelja zavedajo pomembnosti spodbujanja porajajoče se pismenosti. Večina anketiranih vzgojiteljev je med zaprtjem vrtcev staršem ponudila možnosti izvajanja dejavnosti za spodbujanje porajajoče se pismenosti. Vsi anketirani vzgojitelji so odgovorili, da njihovo branje spremljajo dodatne aktivnosti in večina jih bere dialoško.

• Language: Slovenian
• Keywords: branje
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-130824
• COBISS.SI-ID: 76648451
• Publication date in RUL: 20.09.2021

Secondary language

• Language: English
• Title: Role of preschool teachers and parents in promoting emerging literacy skills in preschoolers during COVID-19

Abstract

The diploma thesis entitled "The role of educators and parents in encouraging the emerging literacy of pre-school children during COVID-19" consists of theoretical and empirical work. In the theoretical part, I defined the concept of literacy and listed the types of literacy. I paid more attention to emerging literacy. I defined the role of adults in emerging literacy, the principles of emerging literacy, and models. In connection with emerging literacy, I was also interested in family literacy and reading literacy. I also touched on the concept of reading and the related concept of family reading. I have listed and identified some activities related to reading. Among these, I focused more on dialogic reading. At the end of the theoretical part, I presented the child's literacy during COVID-19 and how educational institutions work during the pandemic. The purpose of the thesis was to determine the role of parents and educators in encouraging emerging literacy during COVID-19. To carry out the empirical work, I compiled two questionnaires. The first was intended for educators and assistant educators, and the second was for parents or. guardians of pre-school children. The survey included 60 educators and assistant educators and 6 parents or guardians of pre-school children. The survey lasted 2 months. The results of the survey showed that most of the surveyed parents are aware of the importance of promoting emerging literacy and regularly encourage this even during the lock-down and the closure of kindergartens. Most of the surveyed parents enrich their reading to the child with additional activities and often use dialogic reading. Like the surveyed parents, the surveyed educators and assistant educators are aware of the importance of encouraging emerging literacy. Most of the surveyed educators offered parents the opportunity to carry out activities to encourage emerging literacy during the closure of kindergartens. All surveyed educators responded that their reading is accompanied by additional activities and most applied dialogic reading.

• Keywords: reading