Stopnja razumljivosti govora predšolskega otroka : diplomsko delo

Ravnikar, Jana (author), Ozbič, Martina (mentor), Kogovšek, Damjana (co-mentor)

Na stopnjo razumljivosti otrokovega govora v predšolskem obdobju vpliva otrokov govorni razvoj, kar se vzgojitelji in starši dobro zavedamo. Da bo otrok lahko postopoma in čim bolje razvil svoj govor, mu moramo odrasle osebe zagotoviti ustrezne spodbude tako s področja govora in jezika kot tudi z ostalih področij otrokovega razvoja. To pomeni, da moramo otroku veliko brati, pripovedovati, opisovati, peti pesmice, skupaj z njim iskati rime in mu dati priložnost, da tudi sam pripoveduje, opisuje, poje, saj bo le tako imel ustrezno okolje, v katerem se bo počutil varno in sprejeto in v katerem se bo lahko naučil jezika, ki ga govorijo njegovi bližnji. Ko bo otrok postopoma napredoval v razvoju jezika, bo viden tudi njegov napredek v razvoju govora, ki vedno poteka po določenih stopnjah oz. mejnikih, ki odraslemu predstavljajo okvir, znotraj katerega naj bi potekal razvoj govora tipičnega otroka. Zgodi se, da ugotovimo, da otrok določene stopnje ne doseže oz. da je njegov govor na nižji stopnji kot govor vrstnikov, kar pomeni, da ima otrok verjetno težave na govorno-jezikovnem področju. V tem primeru poiščemo pomoč strokovnjakov, ki otroku v čim večji meri poskušajo pomagati in nadomestiti primanjkljaje v njegovem razvoju govora. Znano pa je, da otrokov govor veliko lažje razumejo njegovi ožji družinski člani, pa tudi vzgojitelji, saj z otrokom preživijo veliko časa. Tako mu predstavljajo vzor, po katerem se otrok zgleduje in se uči govora tudi s posnemanjem. Poleg komunikacije z odraslo osebo, pa vsak otrok potrebuje tudi stik s sovrstniki, s katerimi vstopa v interakcijo in komunikacijo predvsem pri igri. Z diplomskim delom sem želela ugotoviti stopnjo razumljivosti govora predšolskih otrok, v starosti od 1 do 6 let. Zanimalo me je tudi, do katere mere starši (mama, oče), stari starši in vzgojitelji/-ce in pomočniki/-ce vzgojiteljev/-ic razumejo govor otroka ter ali se odgovori anketirancev ujemajo ali ne. V empiričnem delu diplomskega dela sem rezultate pridobivala s pomočjo Lestvice razumljivosti govora v vsakdanjem življenju (ICS): slovenščina (McLeod, Harrison in McCormack, prevedli: Kogovšek in Ozbič, 2012), ki sem jo razdelila vzgojiteljicam in pomočnicam vzgojiteljic ter staršem in starim staršem otrok Vrtca Vrhnika, enota Barjanček. Starši in stari starši so poleg omenjene lestvice izpolnili še vprašalnik z vprašanji, katerih odgovori so služili bolj podrobnemu opisu vzorca. Rezultati raziskave diplomskega dela so pokazali, da je govor otrok različnih starosti različno razumljiv osebam, ki z njim komunicirajo, razvoj govora pa poteka po določenih stopnjah, ki jih določajo mejniki razvoja govora predšolskega otroka. Osebe, ki z otrokom preživijo več časa, bolje razumejo otrokov govor že od začetne faze razvoja govora, kot pa osebe, ki niso pogosto v stiku z otrokom.

• Language: Slovenian
• Keywords: komunikacija, govorna razumljivost
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [J. Ravnikar]
• Year: 2015
• Number of pages: VIII, 62 str.
• PID: 20.500.12556/RUL-69299
• UDC: 373.2.016:81(043.2)
• COBISS.SI-ID: 10416201
• Publication date in RUL: 10.07.2015

Secondary language

• Language: English
• Title: The level of intelligibility of speech in preschool children

Abstract

Child's language development affects the level of intelligibility of speech in the child's pre-school age, and educators and parents are well aware of this. If we, the adults, want the child to gradually develop and maximize his speech, we must give appropriate incentives both in the field of speech and language, as well as with other areas of child development. This means that we have to read a lot to the child, we have to tell him stories, and describe things to him, sing songs to him, and together with him search for rhymes and give him a chance to narrate, describe, sing, because this is the only way for him to have an appropriate environment in which he will feel safe and accepted, and in which he will be able to learn the language spoken by his close relatives. When the child will gradually progress in the development of language, his progress in the development of the speech will be visible. The development of the speech always takes place at certain stages or milestones which represent a framework to adult, and within this framework the development of typical child's speech is supposed to take place. It often happens that we find out that a child has not reached a certain level or even that his speech is at a lower rate than his peers' speech, which means that the child is likely to have a problem in the field of speech-language. In this case we need to seek assistance from the experts who help the child as much as possible to compensate for deficits in his speech development. It is well known that the child's speech is much easier to understand by his immediate family members, as well as educators, as they spend a lot of time with the child. So they represent a role model to the child by which the child is inspired and is learning the speech by imitating. In addition to communication with adult every child also needs a contact with his peers to interact and communicate with, particulary in the game. In the thesis I wanted to determine the level of speech intelligibility of children aged 1 to 6 years. I was also interested in what extent parents (mother, father), grandparents, educators and assistants understand the speech of the child, and whether the survey respondents' answers matched or not. In the empirical part of the thesis I have gained the results by using The scales of intelligibility in everyday life (ICS), Slovenian (McLeod, Harrison and McCormack, translated by Kogovšek and Ozbič, 2012), which I have divided to the teachers, their assistants, and to parents and grandparents of children in the kindergarten units Vrhnika and Barjanček. Parents and grandparents also had to fulfill a questionnaire with certain questions, which answers have served more detailed description of the sample. The results of the research in the thesis showed us that the speech of children at different ages is understood differently by those who communicate with the child, and also that the development of speech takes place at certain levels set by the stages of preschool child's speech. Persons who spend more time with the child better understand his speech from the initial stages of speech development, rather than people who are not often in contact with the child.