diplomsko delo
Urša Klobčar (Author), Marcela Batistič-Zorec (Mentor)

Abstract

V teoretičnem delu diplomske naloge sem predstavila govorni razvoj v predšolskem obdobju, in sicer od predjezikovnega obdobja, kamor spadajo prvi glasovi, geste ter neverbalne komunikacije, do tvorjenja besedil, kjer sem opisala prve besede, stavke ter tvorjenje besedil. Poudarek sem namenila pripovedovanju, njegovemu razvoju, koherentnosti in koheziji, dejavnikom, ki nanj vplivajo ter obnavljanju zgodb v predšolskem obdobju. Omenila sem tudi predšolsko bralno značko, njene prednosti in slabosti. V empiričnem delu sem otrokom, starim od tri do šest let, prebrala zgodbo Rokavička, ki so jo potem sami s pomočjo knjige obnovili oziroma o njej pripovedovali. Njihove zgodbe sem posnela in jih kasneje ovrednotila po kriterijih za ocenjevanje, prirejenih po L. Marjanovič Umek in sodelavci (2011). Ugotavljala sem, kakšna je njihova zmožnost samostojnega pripovedovanja ob slikanici. Rezultati so pričakovano pokazali, da zmožnost obnavljanja oziroma pripovedovanja narašča s starostjo otrok. Mlajši otroci, triletniki in štiriletniki, uporabljajo manj besed, povedi niso povezane, večinoma opisujejo stvari oz. osebe na ilustracijah. Pri pripovedovanju starejših otrok, pet- in šestletnikov, so zgodbe bolj povezane, koherentne in kohezivne. Uporabljajo tudi več različnih besed, veznikov in daljše povedi, ki se med seboj povezujejo.

Keywords

govorni razvoj;pripovedovanje;obnavljanje;bralna značka;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [U. Klobčar]
UDC: 373.2(043.2)
COBISS: 12362825 Link will open in a new window
Views: 437
Downloads: 84
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Other data

Secondary language: English
Secondary title: Ability of storytelling and retelling stories in preschool period
Secondary abstract: In the theoretical part of the diploma thesis, I presented the speech development in the pre-school period, from the pre-lingual period which includes the first voices, gestures and non-verbal communication, to the creation of texts, where I described the first words, phrases and the production of texts. I devoted my attention to narration, its development, coherence and cohesion, the factors that influence it and the restoration of stories in the pre-school period. I also mentioned the pre-school reading badge, its advantages and disadvantages. In the empirical work, I read the story of Rokavička, for children aged three to six years, which they later reconstructed, or recounted, with the help of the book. I recorded their stories and later evaluated them according to the criteria for evaluation, adapted by L. Marjanovič Umek and colleagues (2011). The objective was to discover their ability of independent reconstructing/retelling of the story. As expected the results show to show that the capacity for reclamation or narration is increasing with the age of children. Young children, three-year-olds and four-year-olds use fewer words, sentences are not related, mostly describe things, persons on illustrations. When telling older children, five and six years old, stories are more connected, coherent, and cohesive. They also use several different words, conjunctions and longer sentences that connect to each other.
Secondary keywords: pre-school child;speech;predšolski otrok;govor;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 45 str.
ID: 11087211