Vloga staršev v procesu razvijanja otrokove pismenosti v predšolskem obdobju

Kralj, Sonja (author), Skubic, Darija (mentor)

V diplomskem delu sem raziskala, kako pogosto starši berejo svojemu otroku in ali na to vpliva njihova izobrazba, zanimalo me je tudi, koliko pozornosti starši namenijo bralnemu razvoju otroka ter kakšno mnenje imajo o branju v predšolskem obdobju. V teoretičnem delu sem pismenost najprej opredelila historično, nato sem naštela in predstavila vrste pismenosti, še posebej družinsko pismenost. Pismenost je umeščena tudi v jezikovno področje Kurikuluma za vrtce (1999). O tem pišem v zadnjem poglavju teoretičnega dela. V empiričnem delu je predstavljena raziskava, v kateri sem skušala ugotoviti, ali in kako starši otrok (vključenih v vrtec) sodelujejo v procesu razvijanja otrokove pismenosti. Uporabila sem deskriptivno metodo, raziskovalni vzorec pa je namenski. Raziskovalno orodje, ki sem ga uporabila, je bila anketa. Podatke, do katerih sem prišla s pomočjo anketnega vprašalnika, sem analizirala in grafično predstavila. Starši se zavedajo, da z branjem v predšolskem obdobju pozitivno vplivajo na bralni razvoj otroka. Ugotovila sem, da starši otroku berejo vsak dan oziroma vsaj trikrat na teden. Pri tem njihova izobrazba ne igra pomembne vloge, saj starši z nižjo izobrazbo berejo otroku prav tako pogosto kot tisti z višjo. To pomeni, da se starši ne glede na izobrazbo zavedajo pomena branja otroku v predšolskem obdobju. Še vedno največkrat berejo mame, in sicer tiste, ki so stare med 31 in 35 let. Mnoge knjižnice ponujajo razne programe in bralne urice, v sklopu katerih otrokom berejo različne knjige, jim igrajo lutkovne predstave – omenjene aktivnosti pa otroci lahko obiskujejo skupaj s starši. Na ta način spodbujajo branje v družinskem krogu, glasno branje otrokom ter gradijo pozitiven odnos do branja in knjig.

• Language: Slovenian
• Keywords: otrokova pismenost
• Work type: Bachelor thesis/paper
• Typology: 2.12 - Final Research Report
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-83404
• COBISS.SI-ID: 11032137
• Publication date in RUL: 24.08.2016

Secondary language

• Language: English
• Title: The role of parents in the process of developing child's literacy in pre-school era

Abstract

My BA thesis explores how often parents read to their children and if parent's education affects the reading pattern. It also deals with questions such as: how much attention parents devote to their child’s reading development and what do they think about reading in the pre-school period. In the theoretical part of my thesis I discuss the history of literacy, then I enumerated and explained different types of literacy, with emphasise on the family literacy. I concluded my theoretical part by explaining the role of literacy in Curriculum for kindergartens (1999). In the empirical part, I focused on my research, whose goal was to find out whether and in what ways do the parents of the children from the kindergartens participate in the process of developing child’s literacy. I used the descriptive method and the research pattern was done systematically. As a research tool, I used a questionnaire. I analysed and graphically portrayed the information I received through the questionnaire. Parents are aware that reading to the pre-school children has a positive impact on the child development. I realized that parents read to their children every day or at least three times a week. Parent’s education does not play an important role; parents with lower education read to their children as often as parents with higher education do. This means that regardless of their education, all parents are aware of the importance of reading. Moms, between the ages of 31 and 35 years, are the ones who spend the most time reading to their children. Many libraries have various programs and reading hours where children can read a variety of books, perform in puppet plays, which they can attend with their parents. In this way, we encourage reading in the family and consequently reading aloud to children, and a positive attitude towards reading and books.

• Keywords: child's literacy