magistrsko delo
Ana Erzar (Author), Marja Bešter (Mentor), Alenka Rot Vrhovec (Co-mentor)

Abstract

Raziskave kažejo, da dosežki pri razvoju porajajoče se pismenosti v predšolskem obdobju vplivajo na kasnejšo uspešnost pri opismenjevanju. Prav zato je zelo pomembno, da odkrivanju in razvijanju predopismenjevalnih zmožnosti v predšolskem obdobju namenimo veliko pozornosti. Če želimo, da otrok ob vstopu v šolo in začetku sistematičnega opismenjevanja ne bo imel težav, moramo z različnimi predopismenjevalnimi dejavnostmi pri otroku razvijati vidno in slušno razločevanje, orientacijo in grafomotoriko. Ob izvajanju le-teh pa bo otrok pridobival in razvijal sposobnosti sledenja in razumevanja navodil. Spoznanje, da so v slovenskem prostoru prisotni različni alternativni koncepti predšolske vzgoje in da se ti lotevajo predopismenjevanja v predšolskem obdobju na različne načine, me je spodbudilo k temu, da s kvalitativno raziskavo ugotovim, kako se predopismenjevanje v predšolskem vzgojnem konceptu montessori razlikuje od predopismenjevanja v javnem vrtcu. V prvem in drugem poglavju teoretičnega dela magistrskega dela na kratko predstavljam porajajočo se pismenost, ki se razvija v predšolskem obdobju, pred formalnim učenjem branja in pisanja, ter značilnosti (pred)opismenjevanja. V tretjem poglavju so predstavljene teorije o razvijanju predopismenjevalnih zmožnosti ter značilnosti in dejavnosti za razvoj posameznih zmožnosti. Zadnje poglavje v teoretičnemu delu pa je namenjeno predstavitvi pedagogike montessori, njenim osnovnim značilnostim, didaktičnim principom ter teoretični zasnovi in poteku predopismenjevanja v predšolskem vzgojnem konceptu montessori. Na koncu poglavja so predstavljeni tudi didaktični pripomočki in dejavnosti za razvoj posameznih predopismenjevalnih zmožnosti, ki jih uporabljajo v vrtcu montessori. V empiričnem delu so predstavljeni rezultati raziskave, ki sem jo izvedla v dveh oddelkih javnega vrtca in dveh oddelkih vrtca montessori. V raziskavi sem, s pomočjo analize dokumentov, opazovanja in intervjujev predstavila razlike in podobnosti med razvijanjem predopismenjevalnih zmožnosti v vzgojnem konceptu montessori in javnem vrtcu. Raziskava je kljub majhnemu vzorcu pokazala razlike in podobnosti pri razvijanju predopismenjevalnih zmožnosti v javnem vrtcu in vrtcu montessori. Izkazalo se je, da predšolski koncept montessori v predšolsko obdobje vnaša določene posebnosti, med njimi prav gotovo tudi nekaj prednosti, ki bi jih bilo morda smiselno vključiti tudi v javni vrtec. Vsekakor pa je treba poudariti, da ima tudi javni vrtec, delujoč po Kurikulumu za vrtce, določene prednosti pri razvijanju predopismenjevalnih zmožnosti.

Keywords

porarajoča se pismenost;predopismenjevalne zmožnosti;kurikulum za vrtce;program vrtca montessori;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Erzar]
UDC: 373.2.016:003(043.2)
COBISS: 21097987 Link will open in a new window
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Downloads: 64
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Other data

Secondary language: English
Secondary title: Pre-literacy in public and montessori kindergarten
Secondary abstract: Research shows that achievements in the development of emerging literacy in the pre-school period have an impact on later literacy performance. In this manner it is important to pay attention to the development of pre-literacy abilities in pre-school. In order to prevent problems, that a child might face while starting systematic literacy in school, we need to encourage his visual and sound detection, orientation and graphomotor skills through different pre-literacy activities. While performing these, the child will acquire and evolve the ability to follow and understand the instructions. Different alternative concepts of pre-school education are present in Slovenia. They are tackling pre-literacy in the preschool period in different ways, which inspired me to conduct a qualitative research with the emphasis laid on the difference in pre-literacy between the pre-school concept of montessori and pre-literacy in public kindergarten. The first and second chapters of the theoretical part present the emerging literacy, that develops during the pre-school period before the formal learning of reading and writing, along with the characteristics of (pre)literacy. Theories regarding development of pre-literacy skills, likewise the characteristics and activities for developing individual abilities are further described in the third chapter. The last chapter in the theoretical part deals with the presentation of montessori pedagogy, its basic characteristics, didactic principles and theoretical concept and course of pre-literacy. Didactic aids and activities for developing individual pre-literacy abilities are present at the end of the chapter. The empirical part is based on a qualitative research that we conducted in two public kindergarten departments and two montessori kindergarten departments. In the scope of my research through document analysis, observations and interviews, I presented the differences and similarities between the development of pre-literacy abilities in the educational concept of montessori and public kindergarten. To sum up, my research emphasizes differences and similarities in developing pre-literacy abilities between a public kindergarten and a montessori kindergarten. As a result, it was observed that the pre-school concept of montessori introduced some special features into the preschool period, which are beneficial and might be further implemented in a public kindergarten. However, it should be emphasized that the public kindergarten, operating in accordance with the Kurikulum za vrtce, is also successful in developing pre-literacy abilities.
Secondary keywords: literacy;pre-school child;pismenost;predšolski otrok;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: VIII, 106 str.
ID: 11876369