Pripovedovanje zgodbe 6-9 let starih otrok s specifičnimi govorno-jezikovnimi motnjami

Sevšek, Tamara (author), Ozbič, Martina (mentor), Kranjc, Simona (mentor)

Govor in s tem tudi jezik je osnovno sredstvo za komunikacijo. Razvoj govornih in jezikovnih zmožnosti pri otrocih poteka že od rojstva naprej, zato jim je zelo pomembno nuditi optimalne pogoje za razvoj govora in jezika. Otroci se o rabi jezika, pomenu in strukturi uči preko interakcije z drugimi ljudmi. Pripovedovanje kot jezikovna zmožnost se začne pojavljati že pri malčkih, s starostjo pa postaja zmeraj bolj kompleksno in abstraktno. Sposobnost pripovedovanja se namreč razvija vzporedno z usvajanjem jezika. Tako so otroci pri šestih letih že zmožni pripovedovati na povsem strukturiran način. V svojem delu se osredotočam na pripovedovanje zgodbe 6–9 let starih otrok. Predvsem me zanima, kakšna je razlika v pripovedovanju zgodbe med otroki s SGJM in otroki brez SGJM ter kako na pripovedovanje njihova starost. Na začetku predstavim značilnosti pripovedovanja in govorno-jezikovnih motenj. Opisujem zgradbo pripovedi in različne tipe pripovedi. Predstavljam vlogo pripovedovanja v jeziku in razvoj le-tega glede na starost otrok. Naštejem in opišem različne vrste analize pripovedovanja in merila za ocenjevanje pripovedovanja. Definiram govor, jezik in govorno-jezikovne motnje, ki jih razdelim na kontinuumu od lažjih do težkih. Predstavim značilnosti jezikovnih motenj, še posebej poudarjam značilnosti specifičnih govorno-jezikovnih motenj. Težave otrok z govorno-jezikovno motnjo razvrščam glede na ravni jezika in jih opisujem. V empiričnem delu raziskujem, kakšna je razlika v pripovedovanju zgodbe med otroki s specifičnimi govorno-jezikovnimi motnjami (v nadaljevanju SGJM) in otroki brez SGJM ter kako na pripovedovanje vpliva njihova starost. Vzorec vključuje otroke s SGJM in otroke brez SGJM, stare od 6 do 9 let. Zbrala sem 60 zgodb, ki sem jih analizirala in ocenila na osnovi kriterijev, določenih z diagnostičnim testom Žabji kralj (Marjanovič Umek, L., Fekonja Peklaj, U., Kranjc, S., Sočan, G., Komidar, L., 2012). Rezultati raziskave so pokazali, da prisotnost SGJM pri otroku izrazito vpliva na pripovedovanje zgodbe 6–9 let starih otrok in da starejši otroci pripovedujejo daljše, kompleksnejše in bolj strukturirane pripovedi.

• Language: Slovenian
• Keywords: pripovedovanje zgodbe
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-82678
• COBISS.SI-ID: 10998345
• Publication date in RUL: 25.05.2016

Secondary language

• Language: English
• Title: Storytelling of 6-9 year old children with specific speech and language impairment

Abstract

Language and speech are closely connected, with language being the basic means of communication and speech its realisation. The development of speaking and language skills begins at a child's birth, therefore it is essential to offer a child the most favourable conditions for developing speech and language. Children learn about the use of language, its meaning and structure through interactions with other people. Narration as a speaking skill begins to evolve with toddlers and becomes more complex and abstract as they grow, since the ability to narrate develops simultaneously with the acquisition of language. Therefore 6-year-old children are already able to tell stories using an adequate narrative structure. In my study I concentrate on the storytelling of 6 to 9-year-old children. I put special focus on the differences of narration between two groups of children: those with specific speech and language impairment (SSLI) and those without it. I also try to determine how a child's age affects the storytelling. At the beginning, some characteristics of storytelling as well as those of speech and language impairment are presented. I also present the role of narration in language and the development of narration with a child's age. I list and describe various types of analyses of storytelling and the criteria for assessing storytelling. I define speech, language, and speech and language impairment, which is presented and defined on a continuum from mild to severe. I present the characteristics of language impairment, especially those of specific speech and language impairment. The difficulties of the children with SSLI are described and classified according to levels of linguistic structure. The empirical part of the study researches the differences in narration between children with specific speech and language impairment and those without SSLI as well as the influence of age on the narration of children. The sample comprises children with and without SSLI, aged from 6 to 9. I selected 60 stories which I analysed and assessed on the basis of criteria determined by the diagnostic test The Frog Prince (MarjanovičUmek, L., FekonjaPeklaj, U., Kranjc, S., Sočan, G., Komidar, L., 2012). The results of the research clearly show that the presence of SSLI has a significant influence on storytelling of 6 to 9-year-old children and that the narration of older children is longer, more complex and better structured.

• Keywords: storytelling