Pogostost uporabe znakovnega sporazumevanja in drugih načinov komunikacije z otroki, ki še ne govorijo in s tuje govorečimi otroki v vrtcu

diplomsko delo

Eva Tomažin (Author), Damjana Kogovšek (Mentor), Jerneja Novšak Brce (Co-mentor)

Abstract

Diplomsko delo z naslovom Pogostost uporabe znakovnega sporazumevanja in drugih načinov komunikacije z otroki, ki še ne govorijo, in s tuje govorečimi otroki v vrtcu je razdeljeno na dva dela. V teoretičnem delu sem opredelila pojme komunikacija, govor, jezik in znakovno sporazumevanje, kot tudi opisala faze govorno-jezikovnega razvoja, njihove značilnosti ter na kratko opredelila pojem eno- oz. dvojezičnost. V nadaljevanju sem se osredotočila na znakovno sporazumevanje z dojenčki in malčki in predvsem izpostavila njegovo prednost ter vpliv na govorno-jezikovni razvoj otroka. Omenila sem tudi komunikacijo s tuje govorečimi otroki v vrtcu, se dotaknila uporabe znakovnega sporazumevanja v vrtcu in kompetenc diplomiranih vzgojiteljev, ki jih pridobijo med študijem na področju komunikacije z otroki, ki še ne govorijo, in s tuje govorečimi otroki. Zaradi pomanjkanja konkretnih smernic za komunikacijo z otroki, ki še ne govorijo, in s tuje govorečimi otroki, sem v empiričnem delu z anketnim vprašalnikom izvedla raziskavo, kjer sem pri diplomiranih vzgojiteljih, zaposlenih v slovenskih vrtcih, raziskovala poznavanje znakovnega sporazumevanja, najpogostejše načine komunikacije, pogostost uporabe znakovnega sporazumevanja pri delu ter njihovo mnenje o kompetentnosti glede komunikacije s prej omenjenima skupinama otrok. Rezultati so pokazali, da le malo vzgojiteljev pozna znakovno sporazumevanje, kar posledično vodi do tega, da ga ne uporabljajo in se ne zavedajo njegovih prednosti. Znakovno sporazumevanje pogosto zamenjujejo z znakovnim jezikom. Pri komunikaciji z omenjenima skupinama otrok prevladuje govorjeni jezik v obliki slovenščine. Vzgojitelji izbiro argumentirajo s tem, da je ta način najlažji in da otroci tako usvajajo slovenščino in s tem pomembno pripomorejo h govornemu razvoju otrok. Znakovno sporazumevanje prakticira sicer večina vzgojiteljev, a ga uporabljajo le redko, predvsem v situacijah, ko opazijo, da jih otrok ne razume. Večina vzgojiteljev meni, da jim kompetenc na področju komunikacije z omenjenima skupinama primanjkuje. Predlagajo dodatna izobraževanja na temo znakovnega sporazumevanja, drugih načinov komunikacije oziroma konkretne smernice, ki bi jim lahko pomagale pri delu.

Keywords

znakovno sporazumevanje;komunikacija;dvojezičnost;vrtec;

Data

Language:	Slovenian
Year of publishing:	2024
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[E. Tomažin]
UDC:	373.2(043.2)
COBISS:	210047235
Views:	21
Downloads:	4
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Frequency of use of sign communication and other types of communication in pre-verbal children and foreign language speaking children in kindergarten
Secondary abstract:	My degree paper with title Frequency of Use of Sign Communication and Other Types of Communication in Pre-Verbal Children and Foreign Language Speaking Children in Kindergarten is divided in two parts. In theoretical part I defined concepts communication, speech, language and sign communication, as well as described stages of speech and language development, their characteristics and briefly defined the concept of mono- and bilingualism. In the following, I focused on sign communication with infants and toddlers, and especially highlighted its benefits and effect on the child’s speech and language development. I also mentioned communication with foreign-speaking children in kindergarten, touched on the use of sign communication in kindergarten and the competences of graduated kindergarten teachers, which they acquire during their studies in the field of communication with pre-verbal children and with foreign language speaking children. Due to the lack of concrete guidelines for communication with pre-verbal children and with foreign language speaking children, I conducted a research in the empirical part with the help of a questionnaire, Among graduated kindergarten teachers employed in Slovenian kindergartens, I researched the knowledge of sign communication, the most common ways of communication, how often they use sign communication at work, and their opinion about competences in communicating with groups of children I mentioned before. The results showed that only a small number of kindergarten teachers are familiar with sign communication, which in turn leads to not using it and not being aware of its benefits. They often confused sign language with sign language. When communicating with these groups of children prevails the spoken Slovene language. Kindergarten teacher argue that this method is the easiest and that children learn Slovenian and thus contribute significantly to children’s speech development. Sign communication is practiced by most kindergarten teachers, but it is rarely used, especially in situations where they notice that the child does not understand them. Most kindergarten teachers feel that they lack competence in the field of communication with these groups of children. They offer additional training on sign communication, other ways of communication or concrete guidelines that could help them in their work.
Secondary keywords:	sign language;communication;bilingualism;kindergarten;Predšolska vzgoja;Znakovni jezik;Univerzitetna in visokošolska dela;
Type (COBISS):	Bachelor thesis/paper
Study programme:	0
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages:	1 spletni vir (1 datoteka PDF (VI, 71 str.))
ID:	25225798