diplomsko delo
Maša Hedl (Author), Marija Ropič (Mentor)

Abstract

Pisanje je ena od komunikacijskih sposobnosti, ki se začne razvijati že v predšolskem obdobju. Sprva se mora otrok naučiti in pridobiti ustrezna znanja pravilne drže telesa in pisala, same orientacije v prostoru in na formatu, ki ga uporablja. Kasneje te veščine uporabi. Da bi vzgojitelj kakovostno sooblikoval proces, mora biti med drugimi pozoren na dominantno stran otroka. Dominanca se pri otrocih po navadno pokaže med tretjim in četrtim letom starosti. Sama dominantnost nikakor ni vzrok za slabšo učno zmožnost ali uspešnost otroka. V teoretičnem delu smo se osredotočili na opismenjevanje kot proces, na osnove pisanja, razvoj fine in grobe motorike. Eno poglavje smo namenili grafomotoričnim spretnostim, razvoju grafomotorike in motnjam v razvoju grafomotorike. Posebno pozornost smo namenili v poglavju o dominantni strani, kjer smo podrobneje predstavili desnoročnost, levoročnost ter tudi ambilateralnost. V empiričnem delu so predstavljeni in interpretirani rezultati opazovanja posameznega otroka. Namen raziskave je ugotoviti, ali levoročnost vpliva na razvoj in kakovost pismenosti pri predšolskih otrocih in tudi, ali imajo levoročni otroci enako možnosti za napredovanje ob enakih pogojih. Podatke smo zbrali s kvantitativno tehniko, in sicer opazovanjem. Opazovanje je potekalo enkrat, opazovali smo pravilno telesno držo in držo pisala, ter število odklonov pri napisani navpični, ravni črti. Ugotovili smo, da imajo levični otroci enake možnosti ob enakih pogojih za napredovanje in da levoročnost ne vpliva na kakovost pismenosti pri predšolskih otrocih.

Keywords

diplomska dela;pisanje;opismenjevanje;levoročnost;drža telesa;drža pisala;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [M. Hedl]
UDC: 373.2:82:159.946.4(043.2)
COBISS: 47469315 Link will open in a new window
Views: 507
Downloads: 93
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Other data

Secondary language: English
Secondary title: Influence of left-handedness to development of graphology functions at children, aged 4 to 6
Secondary abstract: Writing is one of communication abilities which is beginning to develop in the pre-school period. Firstly, a child has to learn and gain appropriate knowledge about the correct body posture and pen position, orientation in space, and the format he/she uses. Later, he uses his skills. In order to be a co-former of the process, the kindergarten teacher has to be attentive which side the child uses. Dominance is usually revealed at the age between the third and the fourth year. Sidedness itself is never the reason for worse learning ability or successfulness of a child. We have focused on the process of literacy, bases of writing, developmetn of fine and rough motoric functions. One chapter is focused on graphology skills, developmetn of graphologym, and dysfuncitons in the graphology development. We have especially focused on the chapter about sidedness where we have presented right-handedness, left-handedness, and ambilaterality. The empirical part presents and interpret the results of the individual child's observation. The purpose of the research has been to discover if left-handedness influences the developmetn and quality of literacy of pre-school children and if the left-handed children have the same opportunities for progress with the same conditions. We have collected the data with quantitative techniques - observation. We have done that once. We have observed the correct body posture, holding of pen, and the number of deviation with the written vertical line. We have discovered that left-handed children have the same opportunities with the same conditions for progress and that left-handedness does not affect the quality of literacy with pre-school children.
Secondary keywords: theses;writing;literacy;left-handedness;body posture;holding of a pen;
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za predšolsko vzgojo
Pages: XII, 68 f.
ID: 12236515