Raba slikanice brez besedila

diplomsko delo

Špela Mur (Author), Darija Skubic (Mentor)

Abstract

V diplomskem delu sem preučevala spodbujanje in razvoj govornih spretnosti, natančneje pripovedovanja, v predšolskem obdobju. V teoretičnem delu sem predstavila pomen dejavnosti (govorjenje, poslušanje, branje, pripovedovanje), ki vplivajo na sporazumevalne zmožnosti. Opisala sem razvoj pripovedovanja in opredelila različne vrste otroških knjig. Predstavila sem vlogo ilustracije in njeno kakovost ter omenila nekatere znane slovenske ilustratorje in njihova dela. V empiričnem delu sem predstavila rezultate raziskave, ki sem jo izvedla s slikanico brez besedila Brundo se igra Marjana Mančka in lestvico za določanje stopnje koherentnosti zgodbe. V raziskavi je sodelovalo trideset naključno izbranih otrok, in sicer deset 3- do 4-letnikov, deset 4- do 5-letnikov in deset 5- do 6-letnikov. Ob slikanici brez besedila so pripovedovali zgodbe, ki sem jim nato določila stopnjo koherentnosti. Ugotavljala sem tudi povprečno število vseh besed, samostalnikov in pridevnikov, ki so jih otroci v svojih zgodbah glede na starost uporabili. Analiza rezultatov je pokazala, da na stopnjo koherentnosti zgodbe vpliva predvsem starost, nekoliko pa tudi spodbujanje govorno-jezikovnega razvoja. Rezultati so pokazali pomembne razlike v številu uporabljenih besed 4- do 5-letnikov, kar kaže na pomembnost vloge vzgojitelja v povezavi z govorno-jezikovno vzgojo v vrtcu. Najstarejši in leto mlajši otroci so glede na dolžino zgodbe povprečno uporabili približno enak delež samostalnikov. Najmlajši so jih uporabili nekoliko več, saj je bilo v njihovih zgodbah veliko naštevanja. Najmlajši otroci so povprečno uporabili najmanj pridevnikov, nekaj več so jih uporabili najstarejši, največ so jih uporabili 4- do 5-letniki, njihove zgodbe so bile hkrati tudi povprečno najdaljše.

Keywords

slikanica brez besedila;koherentnost zgodbe;pripovedovanje;govorno-jezikovne spretnosti;

Data

Language:	Slovenian
Year of publishing:	2018
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[Š. Mur]
UDC:	373.2.016:087.5(043.2)
COBISS:	12035145
Views:	1061
Downloads:	237
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Use of a wordless picture book
Secondary abstract:	In my thesis I present the study of stimulations and development of speaking skills - narrative skills of preschool children. In the theoretical part I talk about the importance of everyday language activities (speaking, listening, reading and storytelling), which have an impact on their communication skills. I describe the development of narration and define different types of children’s books. I also present the role of illustration and its quality; at the same time I list some well-known Slovenian illustrators and their work. In the empirical part I present the results of the research I carried out with the help of wordless picture book Bruno se igra / Bruno is playing by Marjan Manček, and the scale that defines the degree of coherence of the narrated story.Thirty random chosen children took part in the research; in the first group there were 10 children aged between 3–4, in the second 10 children aged between 4–5 and in the third group 10 children aged between 5–6 years. They narrated stories with the help of the picture book; the narration results were assessed with the degree of coherence. I studied the number on average used nouns and adjectives, according to the age of narrating children. The analysis of the results show that the degree of coherence of the narrated story mainly depends on the child’s age, but narration in some cases showed the influence of the previous stimulations on their speech and language skills. The given results show the difference in the number of words used by children aged 4–5. They indicate an important impact of teachers on the development of speech and language skills. According to the length of the story, the oldest groups of the children used on average the same or similar number of nouns, the youngest group used more nouns because they tend to itemize the narration. The youngest group used the least adjectives, a bit more adjectives were used by the oldest group, the most adjectives were used by the children aged between 4–5. At the same time their stories were the longest.
Secondary keywords:	picture book;pre-school child;slikanica;predšolski otrok;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages:	57 str.
ID:	10944822