diplomsko delo
Katja Fink (Author), Kaja Jordan (Author), Darija Skubic (Mentor)

Abstract

Teoretični del diplomskega dela zajema govor in njegove funkcije, razvoj otroškega govora in dejavnike, pomembne za njegov pravilen razvoj. Opredeljena sta predjezikovno in jezikovno obdobje ter stopnje govorno-jezikovnega razvoja. Izpostavljeni so dejavniki, ki vplivajo na govorni razvoj. V nadaljevanju so opisane teorije govornega razvoja. Izpostavljeni sta dve fazi govornega procesa, mišljenje in govor, ki vplivata ena na drugo. Teoretični del se nadaljuje s predstavitvijo pripovedovanja zgodbe, slikanic in razvoja slikanic. Predstavljene so slikanice brez besedila, ki od bralca zahtevajo aktivno vlogo v procesu nastajanja zgodbe. Slikanice brez besedila ponudijo bralcu možnost soustvarjanja, kjer imajo primarno vlogo čustvene angažiranosti slike (temeljne oblike, postavitev literalnih likov, barva). Otrok z branjem slikanic brez besedila razvija predbralne spretnosti, zaznavo časovnega zaporedja, pripovedovanje zgodbe, vidno razločevanje in logično sklepanje. V raziskovalnem delu diplomskega dela sva izvedli raziskavo, v katerem sva preverili otrokovo pripovedovanje zgodbe ob slikanici brez besedila. Za testiranje otrokovega pripovedovanja zgodbe sva uporabili slikanico brez besedila Maruška Potepuška Marjana Amaliettija. Vzorec je zajemal 9 otrok, starih 5–6 let. Otroke sva najprej seznanili s slikanico, skupaj smo ugotovili kaj je na njej posebnega in na kakšen način jo lahko preberemo. Nato sva individualno z vsakim otrokom prebrali slikanico. Njegovo pripovedovanje sva zvočno posneli in ga zapisali. Sledilo je skupno branje različnih slikanic brez besedila. Skupno branje je potekalo enkrat do dvakrat tedensko, in sicer približno pet mesecev. Po končanem skupnem branju sva otroke zopet individualno zvočno posneli ob pripovedovanju zgodbe o Maruški Potepuški. Rezultate prvega branja sva primerjali z rezultati drugega. Za analizo branj sva uporabili instrument Ocenjevanje pripovedovanja zgodbe (Marjanovič Umek, Fekonja, Sočan, Komidar, 2012) za otroke od 3. do 6. leta starosti. Rezultati so pokazali, da otrokovo pripovedovanje zgodbe napreduje z rednim branjem slikanic brez besedila.

Keywords

ilustracije;slikanice brez besedila;pripovedovanje zgodb;razvoj govora;vrtci;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Fink in K. Jordan]
UDC: 373.2:808.543(043.2)
COBISS: 71084547 Link will open in a new window
Views: 225
Downloads: 12
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Other data

Secondary language: English
Secondary title: Storytelling of a child using a picture book without text
Secondary abstract: The theoretical part of the diploma work includes speech and its functions, child's speech development and the important factors for its correct progress. The pre-language and the language period as well as the stages of the speech-language developement are defined. The influencing factors of speech development are emphasized. Furthermore, theories of speech development are described. The two phases of the speech process, thinking and speech, that influence each other, are also emphasized. The theoretical part continues with the presentation of story telling, picture books and development of picture books. We presented wordless picture books that demand reader's active part in the process of creation of the story. They offer a reader a possibility to co-create and use the primary role of the emotionally engaged picture (e.g. basic forms, creating/constructing literary characters/figures, colour). Wordless picture books allow children to develop pre-reading skills, sequential thinking, a sense of story, visual discrimination and inferential thinking. In the research part of the diploma work, a resarch on child's ability of story telling using the wordless picture book is presented. We used the wordless book for children Maruška Potepuška by Marjan Amalietti. Nine children aged five to six years participated in the research. First, children were presented the book and together we determined why it was special and how we can read it. Further, we read the book with children individually. We recorded children's interpretations of a story, and the story was also written down. In the next step, more different wordless picture books were read in the group. During five month, group readings were held once to twice a week. After each group reading, the children were again recorded individually, telling the story Maruška Potepuška. Finally, we compared the results of the first and the second readings. To analyse reading, we used the instrument evaluation of story interpretation (Marjanovič Umek, Fekonja, Sočan, Komidar, 2012) for children of the age three to six. The results showed that regular reading of wordless picture books allow children to develop their ability to construct diverse interpretations of a story.
Secondary keywords: pre-school child;picture book;predšolski otrok;slikanica;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: IV, 71 f.
ID: 13163448