Ali predšolska bralna značka spodbuja neenakosti med otroki

diplomsko delo

Ana Marija Ileršič (Author), Marcela Batistič-Zorec (Mentor)

Abstract

Branje v zgodnjem otroštvu je za otrokov kasnejši razvoj zelo pomembno. Pripomore k doseganju boljših rezultatov na področju mišljenja, spodbuja domišljijo, kritično mišljenje, empatijo, širi besednjak. Pomembno je, da se vzgojitelji in starši tega zavedajo. V slovenskem prostoru se je v vrtcih precej uveljavila predšolska bralna značka (PBZ) kot ena glavnih dejavnosti za spodbujanje zgodnjega oz. družinskega branja. Strokovnjaki že dolga leta opozarjajo na problem predšolske bralna značke, saj njen primarni cilj – spodbujanje družinskega branja – po navadi zasenči tekmovalnost s strani staršev ali pa s strani otrok. Potem pa se tu pojavi še problem družin, katerih materni jezik ni slovenski, saj jih PBZ sili v branje v tujem jeziku. V teoretičnem delu sem opisala družinsko branje in njegov vpliv na otrokov razvoj. Opisala sem glavne značilnosti bralne značke in predšolske bralne značke ter poiskala nekaj alternativnih metod, ki jih vrtci ali druge ustanove uporabljajo za spodbujanje družinskega branja. Predstavila sem tudi mnenja strokovnjakov o predšolski bralni znački. V empiričnem delu sem s pomočjo anketnega vprašalnika za vzgojitelje pridobila mnenja vzgojiteljev o predšolski bralni znački. Zanimal me je njihov pogled na predšolsko bralno značko, kako jo izvajajo, ali se jim zdi primerna za predšolske otroke. Zanimala so me tudi mnenja vzgojiteljev, ki pri svojem delu uporabljajo alternativne metode spodbujanja družinskega branja – katere metode uporabljajo, zakaj se jim zdijo boljše od predšolske bralne značke in tudi katere pomanjkljivosti vidijo pri predšolski bralni znački. Posebno pozornost sem posvetila neslovenskim družinam. Zanimalo me je, kakšne prilagoditve uporabijo vzgojitelji za take družine pri predšolski bralni znački. Analiza anketnega vprašalnika je prinesla zanimive ugotovitve. Večina vzgojiteljev se še vedno ne zaveda problematike bralne značke v predšolskem obdobju. Izkazalo se je, da so tudi alternativne metode spodbujanja družinskega branja v svojem bistvu precej podobne bralni znački, večinoma imajo le drugo ime in spremenjenih nekaj malenkosti. Izkazalo se je tudi, da se vzgojitelji v večini ne zavedajo problema predšolske bralne značke v povezavi z neslovenskimi družinami, nekateri tega sploh ne vidijo kot problem.

Keywords

predšolska bralna značka;družinsko branje;tekmovanja;zgodnja pismenost;neenakosti v vrtcu;

Data

Language:	Slovenian
Year of publishing:	2022
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. M. Ileršič]
UDC:	373.2:028.8(043.2)
COBISS:	96069891
Views:	133
Downloads:	9
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Does the preschool reading badge promote inequalities between children
Secondary abstract:	Early childhood reading is very important for child’s later development. It helps to achieve better results in the field of thinking, it stimulates imagination, critical thinking, empathy and expands vocabulary. It is important that educators and parents are aware of this. One of the main activities for promoting early and family reading in Slovenian preschools is the more and more popular Preschool reading badge. Experts have been pointing out the problem of the Preschool reading badge for many years now, as its primary goal – to encourage family reading, is increasingly overshadowed by the competitiveness of parents or children. Furthermore, there is also the problem of families whose mother tongue is not Slovene, as Preschool reading badge forces them to read in a foreign language. In the theoretical part, I described family reading and its impact on child’s development. I described the main features of the reading badge and the Preschool reading badge, and searched for some alternative methods that preschools or other institutions use to encourage family reading. I also presented the experts’ opinions on the Preschool reading badge. In the empirical part, I obtained the preschool teachers opinions on the Preschool reading badge with the help of a survey questionnaire. I was interested in their view of the Preschool reading badge – how they implement it and whether they find it appropriate for preschool children. I was also interested in the opinions of preschool teachers who use alternative methods for promoting family reading: – which methods they use, why they find them better than the Preschool reading badge and what shortcomings they see in it. I paid special attention to non-Slovenian families; especially what adjustments preschool teachers use for them when implementing Preschool reading badge. The analysis of the data revealed interesting findings. Most preschool teachers are still unaware of the problems connected with implementing reading badge in the preschool period. I found out that even alternative methods of promoting family reading are essentially quite similar to the reading badge, mostly having a few minor changes and a different name. Most preschool teachers are not aware of the problems of the Preschool reading badge in connection with non-Slovenian families; some of them do not see it as a problem at all.
Secondary keywords:	Predšolska vzgoja;Knjige in branje (otroci);Družbena neenakost;Pismenost;Univerzitetna in visokošolska dela;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages:	43 str.
ID:	14434884