diplomsko delo
Zala Kanc (Author), Darija Skubic (Mentor)

Abstract

V diplomskem delu sem preučevala rabo umetnostnih in neumetnostnih besedil v vrtcu. Sestavljata ga teoretični in empirični del. V teoretičnem delu sem najprej opredelila besedilo. Sledila je opredelitev umetnostnega in neumetnostnega besedila, delitev in branje omenjenih besedil in izbira za delo v vrtcu. Analizirala sem Kurikulum za vrtce (1999), priročnik Otrok v vrtcu (2001) in posodobljeni Kurikulum za vrtce (2025) ter povzela smernice za obravnavo umetnostnih in neumetnostnih besedil v vrtcu, ki so opredeljene v teh dokumentih. V nadaljevanju sem razlikovala med branjem in pripovedovanjem besedil, opredelila bralni dogodek v vrtcu in opisala, kako naj se vzgojitelji nanj pripravijo. V empiričnem delu sem izvedla raziskavo, katere cilji so bili ugotoviti, katera besedila vzgojitelji uporabljajo pri delu z otroki in kdaj, katera besedila so otrokom na voljo v igralnicah, kako vzgojitelji izberejo primerna besedila in se pripravijo na delo z njimi in ali skupaj s starši sodelujejo pri spodbujanju bralne pismenosti ter kako. Raziskavo sem izvedla z anketnim vprašalnikom, ki ga je izpolnilo 49 vzgojiteljev predšolskih otrok. Vprašalnik je sestavljalo 11 vsebinskih vprašanj zaprtega in kombiniranega tipa. Podatke sem nato obdelala s programom Microsoft Excel, jih grafično prikazala in interpretirala s strokovno literaturo. Rezultati raziskave kažejo, da vzgojitelji pogosteje posegajo po umetnostnih kot neumetnostnih besedilih. Med prvimi največkrat pri delu v vrtcu uporabljajo pravljice, med drugimi pa poučne slikanice. Umetnostna besedila uporabljajo v jutranjem krogu, neumetnostna pa pri učenju novih znanj. V igralnicah so otrokom na voljo raznolika neumetnostna besedila, v največ igralnicah so prisotne poučne knjige in revije ter znaki otrok z njihovimi imeni. Bralni kotiček vzgojitelji opremljajo z različnimi umetnostnimi in neumetnostnimi besedili, najbolj priljubljene so slikanice – leposlovne in poučne. Pri izbiri besedil najbolj upoštevajo, da so ta primerna glede na starost otrok, zastopanost raznovrstnih besedil pa se jim zdi najmanj pomembna. Več kot polovica vzgojiteljev se na delo z besedilom pripravi tako, da ga večkrat dobro prebere in se sistematično pripravi na dejavnosti z njim. Večina skupin, sploh drugega starostnega obdobja, sodeluje v takih projektih, aktivno sodeluje pa vsaj polovica staršev.

Keywords

besedilo;neumetnostno besedilo;umetnostno besedilo;vrtec;vzgojitelj predšolskih otrok;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [Z. Kanc]
UDC: 373.2(043.2)
COBISS: 246401795 Link will open in a new window
Views: 181
Downloads: 53
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Other data

Secondary language: English
Secondary title: Use of fiction and non-fiction texts in kindergarten education
Secondary abstract: In my thesis I analysed the use of fictional and non-fictional texts in kindergarten. It consists of a theoretical and an empirical part. In the theoretical part, I first defined the term "text". This was followed by the definition of fictional and non-fictional texts, the categorisation and reading of these texts and the selection for work in kindergarten. I analysed the Curriculum for kindergartens (1999), A child in kindergarten: A guide to Curriculum for kindergartens (2001) manual and the updated Curriculum for kindergartens (2025) and summarised the guidelines for dealing with fictional and non-fictional texts in kindergarten that are defined in these documents. I then differentiated between reading and narrating texts, defined the reading event in kindergarten, and described how preschool teachers should prepare for it. In the empirical part of my dissertation, I conducted a study to find out what types of texts preschool teachers use when working with children and when they use them, what texts are available to children in their playrooms, how preschool teachers select and prepare to work with appropriate texts, and whether and how they work with parents to promote literacy. I conducted the research using a questionnaire completed by 49 preschool teachers. The questionnaire contained 11 content-related questions, both closed-ended and mixed types. I then analysed the data using Microsoft Excel, presented it in charts and interpreted the results with the help of specialist literature. The results of the study show that preschool teachers use fictional texts more frequently than non-fictional texts. Among the fictional texts, fairy tales are the most frequently used in preschool work, while among the non-fictional texts, educational picture books are the most frequently used. Fictional texts are most frequently used during morning circle time, while non-fictional texts are used when acquiring new knowledge. In the playrooms, the children have access to a variety of non-fictional texts. These are mostly educational books and magazines as well as nameplates with the children's names. Both fictional and non-fictional texts can be found in the reading corners, with picture books – both fictional and informational – being the most popular. When selecting texts, the preschool teachers pay particular attention to whether the text is age-appropriate. The variety of text types is seen as the least important factor. More than half of preschool teachers prepare for working with texts by reading them carefully several times and planning the associated activities in a structured way. Most groups, especially in the second age group, take part in such projects and at least half of the parents are actively involved.
Secondary keywords: text;non-fictional text;fictional text;kindergarten;preschool teacher;Predšolska vzgoja;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 (50 str.))
ID: 26739943