magistrsko delo
Michelle Bačič (Author), Metka Kordigel Aberšek (Mentor)

Abstract

V teoretičnem delu je magistrsko delo usmerjeno v predstavitev razvoja govora, faz razvoja in razlike v govornem razvoju deklic in dečkov. Na kratko smo opisali tudi, kako lahko govor spodbujamo. Osredotočili smo se na pripovedno zmožnost otrok in teorijo uma v povezavi s pripovedovanjem zgodb. Opisali smo dejavnike, ki vplivajo na razvoj zmožnosti pripovedovanja ter na ocenjevanje otrokovega pripovedovanja zgodb. Opisali smo tudi standardne postopke in merila, standardizirane preizkuse in pripomočke za pripovedovanje zgodb ter pripovedovanje zgodb glede na spol. Prav tako smo opisali vpliv spolnih stereotipov na izbiro pravljice. Sledi podrobna raziskava, v kateri je pravljico Kraljična na zrnu graha pripovedovalo 20 otrok, od tega 10 deklic in 10 dečkov. Zgodbe smo analizirali z vidika koherentnosti in kohezivnosti. Zanimalo nas je, ali obstajajo razlike med spoloma v povprečni rabi: vseh besed, različnih besed, dolžini povedi, priredno zloženih povedi, podredno zloženih povedi in enostavčnih povedi, rabi prirednih veznikov in podrednih veznikov. Poleg tega smo želeli proučiti še povprečno število dogodkov, zamenjav perspektive ter besed za opisovanje mentalnih stanj glede na spol učencev. Rezultati analize povedanih zgodb kažejo, da obstajajo razlike v pripovedovanju zgodb deklic in dečkov v 5. razredu osnovne šole. Ugotovili smo, da so dečki pripovedovali daljše zgodbe,z več (različnimi) besedami. Več dečkov je v zgodbe vključilo priredne veznike, ki ne izražajo vezalnega priredja. Deklice pa so pri pripovedovanju opisale več dogodkov in v prepoznanih dogodkih večkrat zamenjale perspektivo pripovedovanja. Skoraj vsi učenci pa so pri pripovedovanju zgodbe uporabili besede za opisovanje mentalnih stanj, kar priča o temu, da imajo petošolci že dobro razvito teorijo uma.

Keywords

magistrska dela;pripovedovanje;zgodbe;kohezivnost;koherentnost;spol;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [M. Bačič]
UDC: 373.3:159.946.3:808.543(043.2)
COBISS: 164534531 Link will open in a new window
Views: 8
Downloads: 3
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: The ability of fifth grade elementary school girls and boys to tell a fairytale
Secondary abstract: In the theoretical part, the master's thesis aims to present the development of speech, the stages of development and the differences in speech development of girls and boys. We also briefly describe how we can encourage speaking. We have focused on children's narrative ability and theory of mind in relation to storytelling. We described the factors that influence the development of storytelling abilities and the assessment of children's storytelling. We have also described standard procedures and criteria, standardised tests and tools for storytelling and gender-specific storytelling. We also describe the impact of gender stereotypes on the choice of story. This is followed by a detailed study in which 20 children, 10 girls and 10 boys, told the fairy tale The Princess and the Pea. The stories were analysed in terms of coherence and cohesion. We were interested in whether there were gender differences in the average use of: all words, different words, sentence length, coordinate clauses, subordinate clauses and simple sentences, the use of coordinating conjunctions and subordinating conjunctions. In addition, we wanted to look at the average number of events, changes of perspective and words used to describe mental states, according to the gender of the students. The results of the analysis of the stories told show that there are differences in the storytelling of girls and boys in the fifth grade of primary school. We found that boys told longer stories, with more (different) words. More boys included coordinating conjunctions that do not express cumulativesentences. Girls, on the other hand, described more events and changed the narrative perspective several times in the identified events. However, almost all students used words to describe mental states when telling the story, which shows that fifth grade students already have a well-developed theory of mind.
Secondary keywords: master theses;storytelling;stories;cohesion;coherence;gender;Osnovnošolsko izobraževanje;Razvoj otroškega govora;Pripovedovanje zgodb;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (XII, 139 str.))
ID: 19811268