Fonološko zavedanje 5- in 6-letnikov ter družinska pismenost : magistrsko delo

Venko, Katarina (author), Skubic, Darija (mentor)

Fonološko zavedanje je zavestno razmišljanje o abstraktnih predstavah govora. Njegov razvoj poteka postopno in hierarhično, najintenzivneje pa se razvija v predšolskem obdobju. Vključuje zavedanje večjih fonoloških enot, kot so besede, zlogi, začetki besed in rime ter fonemsko zavedanje in manipulacijo s fonemi. Fonološko zavedanje ima ključno vlogo pri razvoju pismenosti in je močan napovednik zgodnjega razvoja branja in primanjkljajev na tem področju. Pomemben dejavnik razvoja fonološkega zavedanja, govora in zgodnje pismenosti predstavlja družinsko okolje. Dejavnosti, ki potekajo znotraj družine pred formalnim opismenjevanjem in predstavljajo pripravo na učenje branja in pisanja, imenujemo družinska pismenost. V teoretičnem delu opredelim fonološko zavedanje, fonološko procesiranje in metajezikovno zavedanje. Opišem razvoj in stopnje fonološkega zavedanja ter predstavim različne modele, ki opisujejo potek njegovega razvoja in starost, pri kateri otroci usvojijo določeno spretnost. Izpostavim pomen fonološkega zavedanja za branje in pisanje ter predstavim linearno fonologijo in dejavnike, ki vplivajo na njegov razvoj. Pri tem se osredotočim na družinsko pismenost. Navedem različne opredelitve pismenosti, predstavim zgodnjo in porajajočo se pismenost. Opišem različne vidike družinske pismenosti in predstavim pomen, ki ga le ta predstavlja za predšolske otroke. V raziskavi, ki sem jo izvedla, sem želela ugotoviti, ali različni vidiki družinske pismenosti prispevajo k boljšemu fonološkemu zavedanju 5- in 6-letnikov. V vzorec sem vključila 50 5- in 6-letnikov, ki obiskujejo Vrtec Ciciban v Ljubljani. Z vsakim otrokom sem individualno izvedla Preizkus fonološkega zavedanja in tako preverila stanje njihovega fonološkega zavedanja. Z anketnim vprašalnikom, ki sem ga razdelila staršem testiranih otrok, sem pridobila podatke o tem, kako pogosto v njihovi družini potekajo različne dejavnosti družinske pismenosti. Ugotovila sem, da so 6-letniki na Preizkusu fonološkega zavedanja dosegli statistično značilno boljše rezultate kot 5-letniki. Izobrazba staršev, pogostost branja, pogostost simbolne igre in število otroške literature se ni izkazalo za statistično značilen faktor pri rezultatu doseženem na Preizkusu fonološkega zavedanja. Otroci so bili najuspešnejši pri nalogi 3 (združevanje zlogov v besede), nalogi 4 (iskanje rim) in nalogi 5 (prepoznavanje rim). Najnižji rezultat pa so dosegli pri nalogi 12 (izločanje glasu iz besede) in nalogi 13 (izločanje zloga iz besede).

• Language: Slovenian
• Keywords: družinska pismenost, družinsko okolje, fonološko zavedanje, otroci, vrtec, zgodnja pismenost, predšolski otroci
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: K. Venko
• Year: 2024
• Number of pages: 71 str.
• PID: 20.500.12556/RUL-165098
• UDC: 028(043.2)
• COBISS.SI-ID: 216851203
• Publication date in RUL: 22.11.2024

Secondary language

• Language: English
• Title: Phonological Awareness of 5- and 6-Year-Olds and Family Literacy

Abstract

Phonological awareness is the conscious thinking about abstract ideas of speech. Its development is gradual and hierarchical, and is most intensive in the preschool years. It includes awareness of larger phonological units such as words, syllables, word beginnings and rhymes, as well as phonemic awareness and phoneme manipulation. Phonological awareness plays a key role in literacy development and is a strong predictor of early reading development and deficits in this area. The family environment is an important factor in the development of phonological awareness, speech and early literacy. The activities that take place within the family prior to formal literacy and that prepare for learning to read and write are referred to as family literacy. In the theoretical part, I define phonological awareness, phonological processing and metalinguistic awareness. I describe the development and stages of phonological awareness and present different models describing the development of phonological awareness and the age at which children acquire a particular phonological awareness skill. I highlight the importance of phonological awareness for reading and writing and introduce linear phonology and the factors that influence the development of phonological awareness. I focus on family literacy. I give different definitions of literacy, presenting early and emergent literacy. I describe the different aspects of family literacy and the importance of family literacy for pre-school children. In the research I carried out, I wanted to find out whether the different aspects of family literacy contribute to better phonological awareness in 5- and 6-year-olds. The sample included 50 5- and 6-year-olds attending the Ciciban kindergarten in Ljubljana. I individually administered the Phonological Awareness Test to each child to check the state of their phonological awareness. A questionnaire distributed to the parents of the tested children was used to obtain information on how often different family literacy activities take place in their family. I found that 6-year-olds scored statistically significantly better than 5-year-olds on the Phonological Awareness Test. Parental education, frequency of reading, frequency of symbolic play and number of children's literature did not prove to be a statistically significant factor in the Phonological Awareness Test score. Children performed best on Task 3 (Combining syllables into words), Task 4 (Finding rhymes) and Task 5 (Identifying rhymes). The lowest scores were achieved in Task 12 (Extracting a sound from a word) and Task 13 (Extracting a syllable from a word).

• Keywords: family literacy, family environment, phonological awareness, children, kindergarten, early literacy