Uporaba jezika pri simbolni igri malčkov

Knap, Petra (author), Skubic, Darija (mentor)

V diplomskem delu sem želela ugotoviti, katere vrste material spodbuja jezik pri simbolni igri, na kolikšnem mestu je simoblna igra kot ena izmed oblik iger prisotna pri otrocih v prvem starostnem obdobju ter kako vzgojiteljeva prisotnost v igri vpliva na govorni razvoj. V teoretičnem delu sem opredelila igro, podrobneje bom opisala simbolno igro. Ravno tako sem opisala vlogo vzgojitelja pri igri in se osredotočila na govor pri mlajših otrocih v simbolni igri. V empiričnemu delu sem raziskala kateri material bolj spodbuja simbolno igro pri mlajših otrocih in s tem tudi govor, kako vpliva prisotnost vzgojitelja na igro otrok. Za raziskavo sem uporabila anketni vprašalnik in prišla do ugotovitev, da pri mlajših otrocih strukturiran material bolj spodbuja simbolno igro mlajših otrok, ravno tako tudi strukturiran material bolj spodbuja govorni razvoj mlajših otrok. Prisotnost vzgojitelja pri igri podaljša čas simbolne igre in prisotnega je več besednega jezika.

• Language: Unknown
• Keywords: otrok
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Year: 2015
• PID: 20.500.12556/RUL-72253
• COBISS.SI-ID: 10677321
• Publication date in RUL: 09.09.2015

Secondary language

• Language: Unknown
• Title: Use of language in symbolic play of toddlers

Abstract

The purpose of the thesis is to determine which materials encourage language development during symbolic play, how often do children in the first age group engage in symbolic play, and how can the teacher influence speech development during this activity. The theoretical part defines play, focusing on symbolic play. It also describes the role of the preschool teacher during play and explores the speech of younger children during symbolic play. The empirical part of the thesis examines which material encourages symbolic play and thus speech development in younger children, and how the presence of the teacher influences the way children play. A survey questionnaire was employed to find that structured materials perform better in encouraging both symbolic play and speech development in younger children. If the teacher is present, symbolic play lasts longer and involves more verbal language.

• Keywords: child