magistrsko delo
Martina Zubalic (Author), Simona Kranjc (Mentor), Jerneja Novšak Brce (Co-mentor)

Abstract

Magistrsko delo se osredotoča na razlike v pripovedovalnih zmožnostih med skupino otrok z govorno-jezikovnimi motnjami in skupino otrok s tipičnim razvojem. V začetnem teoretičnem delu sta predstavljena pripovedovanje in razvoj pripovedovanja pri otrocih. Otroci začnejo pripovedovati takrat, ko začenjajo uporabljati dvobesedne stavke, pripovedovalna zmožnost pa se hitro razvija od drugega do šestega leta starosti. Starejši otroci so boljši pripovedovalci od mlajših otrok, saj poteka razvoj pripovedovanja postopoma. Mlajši otroci v večji meri uporabljajo enostavno opisovanje realnih dogodkov, pripovedovanje starejših otrok pa je že bolj kompleksno in njihove zgodbe so bolj strukturirane. V nadaljevanju je predstavljeno ocenjevanje otrokovega pripovedovanja zgodb. Ocenjevanje pripovedovanja je pomembno, saj lahko prek tega spremljamo otrokov govorno-jezikovni razvoj. Predstavljena so merila za ocenjevanje otrokovega pripovedovanja zgodbe in pripomočki za ocenjevanje pripovedovanja. Za ocenjevanje pripovedovanja lahko uporabljamo standardizirane preizkuse ali neformalno ocenjevanje. Oba načina imata prednosti in slabosti, zato je priporočljivo, da uporabljamo oba. V zadnjem delu teoretičnega dela sta predstavljena pripovedovanje otrok s tipičnim razvojem in pripovedovanje otrok z govorno-jezikovnimi motnjami. Pri obeh skupinah otrok je treba poudariti, da je vsak otrok individuum – prav vsak ima svoj tempo razvoja, svoje značilnosti in posebnosti, zato je tudi pripovedovanje od otroka do otroka različno. Cilj empiričnega dela sta analiza in primerjava razlik v pripovedovalnih zmožnostih otrok z govorno-jezikovnimi motnjami in pripovedovalnih zmožnostih otrok s tipičnim razvojem. V vzorec so bili zajeti deklice in dečki, stari od 5 do 8 let, razdeljeni v dve skupini; v skupino otrok, ki so po Kriterijih za opredelitev vrste in stopnje primanjkljajev, ovir oz. motenj otrok s posebnimi potrebami (2015) opredeljeni kot otroci z govorno-jezikovnimi motnjami, in v skupino otrok s tipičnim razvojem. Skupini sta bili razdeljeni še v dve podskupini: mlajši, stari od 5 do 6 let, in starejši, stari od 7 do 8 let. Za raziskovanje razlik v pripovedovalnih zmožnostih med tema dvema skupinama je bil uporabljen Test zgodbe o avtobusu avtorice Catherine Renfrew (2010). Poleg meril za ocenjevanje, ki so v testu, sta bili analizirani tudi kohezija in koherenca otrokovega pripovedovanja prek meril, ki so jih oblikovale avtorice Marjanovič Umek idr. (2004, v Marjanovič Umek in Fekonja, 2019). Raziskava je pokazala, da se pripovedovalne zmožnosti otrok z govorno-jezikovnimi motnjami statistično pomembno razlikujejo od pripovedovalnih zmožnosti otrok s tipičnim razvojem. Prek raziskave je bilo tudi dokazano, da otroci z govorno-jezikovnimi motnjami pripovedujejo manj koherentne zgodbe kot otroci s tipičnim razvojem. Pri analizi kohezije je bilo ugotovljeno, da med skupinama ni bilo statistično pomembnih razlik v pripovedovanju. Raziskava je pokazala, da so, tako pri otrocih z govorno-jezikovnimi motnjami kot pri otrocih s tipičnim razvojem, pripovedovalne zmožnosti starejših otrok, tj. 7-letnih in 8-letnih, boljše od pripovedovalnih zmožnosti mlajših otrok, tj. 5-letnih in 6-letnih.

Keywords

pripovedovanje;ocenjevanje pripovedovanja;Test zgodbe o avtobusu;pripovedovanje otrok s tipičnim razvojem;pripovedovanje otrok z govorno-jezikovnimi motnjami;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Zubalic]
UDC: 376:808.5:616.89-008.434(043.2)
COBISS: 50311171 Link will open in a new window
Views: 278
Downloads: 29
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Other data

Secondary language: English
Secondary title: Narrative abilities of children with speech and language disorders and children with typical development
Secondary abstract: The Master's Thesis focuses on the differences in narrative abilities of children with speech and language disorders, and children with typical development. The initial theoretical part presents storytelling and the development of storytelling in children. Children start to narrate when they start to use two-word sentences, and their narrative ability develops rapidly from ages two to six. Due to gradual evolvement of storytelling techniques, older children are better storytellers than younger ones. Younger children are more likely to use simple descriptions of real events, while the narration of older children is already more complex and their stories are more structured. The following part of the Master's Thesis presents the assessment of children's storytelling. Storytelling assessment is important, because we can monitor children's speech and language development through it. Criteria for assessing a child's storytelling skills are presented, as well as tools for assessing storytelling. Standardized tests or informal assessment can be used to assess storytelling. Both methods have their advantages and disadvantages, therefore we are recommended to use both. The last section of the theoretical part of the Master's Thesis presents the storytelling of children with typical development and the storytelling of children with speech and language disorders. In both groups of children, it should be considered that each child is an individual – each child has his own pace of development, characteristics and special features, so storytelling varies from child to child. The aim of the empirical part of the Master's Thesis is to analyze and also to compare the differences in the narrative abilities of children with speech and language disorders, and the narrative abilities of children with typical development. For research purposes, the sample included girls and boys, namely 5- to 8-year-olds, divided into two groups; namely in the group of children who are – in line with the Criteria for defining the type and level of deficits, obstacles or disorders of children with special needs (2015) – defined as children with speech and language disorders, and in the group of children with typical development. The groups were further divided into two subgroups: younger children, aged from 5 to 6, and older children, aged from 7 to 8. The Bus Story Test by Catherine Renfrew (2010) was used to examine the differences in narrative abilities between these two groups. In addition to the evaluation criteria included in the test, the cohesion and coherence of child's storytelling were also analyzed by making use of the criteria developed by the authors Marjanovič Umek et al. (2004, in Marjanovič Umek and Fekonja, 2019). Research has shown that the narrative abilities of children with speech and language disorders differ statistically significantly from the narrative abilities of children with typical development. Research has also shown that children with speech and language disorders tell less coherent stories than children with typical development. The analysis of cohesion revealed that there were no statistically significant differences in narration between the groups. The research also indicated that, in both, i.e. children with speech and language disorders and children with typical development, the narrative abilities of older children, namely 7-year-olds and 8-year-olds, are better developed than those of younger children, namely 5-year-olds and 6-year-olds.
Secondary keywords: speech defect;child;govorna motnja;otrok;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Logopedija in surdopedagogika
Pages: 76 str.
ID: 12588727