magistrsko delo
Katarina Kavčič (Author), Brina Jež-Brezavšček (Mentor), Sašo Živanović (Co-mentor)

Abstract

Fonološko zavedanje je zelo pomemben dejavnik zgodnjega opismenjevanja v predšolskem obdobju, zato njegova slabša razvitost lahko za otroke pomeni veliko težavo. Raziskave potrjujejo povezavo med razvitostjo glasbenih sposobnosti in fonološkega zavedanja predšolskih otrok in jo utemeljujejo predvsem z vzporednim mehanizmom slušnega procesiranja, ki zajema obe področji. Tako glasbena percepcija kot fonološko zavedanje temeljita na slušni percepciji in manipulaciji slušnih dražljajev ter zajemata segmentacijo govornih ali glasbenih elementov na manjše dele. Delita si tudi zvočne parametre, ki jim sledimo v zvočnem spektru in časovnem poteku, ter nekatera nevroanatomska področja. Skupne karakteristike percepcije glasbe in jezika tako omogočajo, da lahko pri predšolskih otrocih z razvijanjem enega področja povratno vplivamo na drugo. S pomočjo usmerjanja glasbenega razvoja se otroci lažje osredotočajo na različne zvočne dražljaje in strukturo jezika, izboljšujejo slušno zaznavanje ter metakognitivne in metajezikovne spretnosti. Cilj teoretičnega dela naloge je predstaviti dognanja o skupnih karakteristikah elementov glasbe in jezika, ki tovrstno povezavo omogočajo, raziskava pa je namenjena preučevanju povezanosti razvojne stopnje glasbenih sposobnosti (dojemanje ritma in melodike) z razvojno stopnjo fonološkega zavedanja v povezavi z ustvarjalnostjo na glasbenem in jezikovnem področju predšolskih otrok. Pozitivni rezultati bi lahko predstavljali temelj načrtovanja glasbenih dejavnosti, ki bi izboljšale fonološko zavedanje pri predšolskih otrocih in s tem procesu opismenjevanja odvzele težavnost ter mu dodale nove osvetlitve ter razvojna jedra. Povezave na področju ustvarjalnosti pa prinašajo nov vidik vključevanja ustvarjalnega mišljenja, ki lahko sproži nastanek novih orodij za razvijanje jezikovne domene v vsej celovitosti.

Keywords

slušno procesiranje;fonološko zavedanje;glasbene sposobnosti;ustvarjalnost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Kavčič]
UDC: 78:81-053.4(043.2)
COBISS: 21724931 Link will open in a new window
Views: 471
Downloads: 57
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Other data

Secondary language: English
Secondary title: Relation between music abilities and phonological awareness in 4- to 6-year-old children
Secondary abstract: Phonological awareness plays a very important role in early literacy in the preschool period. Therefore, the lack of phonological abilities could cause serious problems for the children later. Researches confirmed a positive relation between phonological awareness and musical abilities, especially in the field of auditory processing mechanisms they both share. Music perception as well as phonological awareness are based on auditory perception and manipulation of auditory stimuli. Both encompass segmentation of speech and music elements into smaller units. They also share temporal and spectral parameters of sound and some of the neuroanatomical areas. Shared perceptual characteristics of music and language enable us to use one domain to affect the other, especially in preschool children. With musical developmental training it is easier for children to focus on different auditory stimuli and structure of language, helping them to improve auditory perception as well as metacognitive and metalingual skills. Theoretical part of the thesis aims to present the knowledge of common characteristics of elements that music and language share and that make the connections between them possible. The empirical part is researching the connection between the developmental level of musical abilities (perception of rhythm and melody) and the developmental stage of phonological awareness in relation to creativity in musical and linguistic fields of preschool children. Positive results of this research may form the basis for planning musical activities, which would improve phonological awareness in preschool children, thereby simplifying the literacy process and adding a new perspective and developmental basis. Relations in the field of creativity, however, bring a new dimension to the integration of creative thinking, which could trigger an emergence of new tools for developing language domain.
Secondary keywords: pre-school age;music;predšolsko obdobje;glasba;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Logopedija in surdopedagogika
Pages: 81 f.
ID: 11888121