diplomsko delo
Maja Imperl (Author), Zala Šajtegel (Author), Darija Skubic (Mentor)

Abstract

V najinem diplomskem delu sva proučevali stališča vzgojiteljev do jezikovnih ciljev in dejavnosti v Kurikulumu za vrtce (1999). V teoretičnem delu sva opredelili jezik in govor, opisali govorno-jezikovni razvoj predšolskega otroka, vlogo vzgojitelja v govorno-jezikovnem razvoju predšolskega otroka ter opredelili jezikovno področje v Kurikulumu za vrtce. V empiričnem delu sva prikazali rezultate raziskave, ki sva jo izvedli z anketnim vprašalnikom z naslovom Stališča vzgojiteljev do jezikovnih ciljev in dejavnosti v Kurikulumu za vrtce. Z raziskavo sva želeli ugotoviti, kakšna stališča imajo vzgojitelji do jezikovnih ciljev (in dejavnosti) v Kurikulumu za vrtce ter kako slednja uresničujejo v vsakodnevnem pedagoškem procesu. V raziskavo sva vključili 58 vzgojiteljev, od tega je bilo 57 žensk in 1 moški. Rezultati najine raziskave so pokazali, da vzgojitelji pri načrtovanju svojega dela uporabljajo Kurikulum za vrtce ter v vsakodnevno rutino vključujejo jezikovne dejavnosti. Strinjajo se, da so cilji zapisani jasno, vendar pogrešajo cilje s področja opismenjevanja in predvsem s področja slovenščine kot drugega jezika. Podali so kar nekaj predlogov, ki bi jih dodali na področju jezika, ter zapisali primere dejavnosti, s katerimi razvijajo otrokov govorno-jezikovni razvoj.

Keywords

govor;govorno-jezikovni razvoj;jezik;jezikovni cilji;jezikovne dejavnosti;Kurikulum za vrtce;vloga vzgojitelja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Imperl in Z. Šajtegel]
UDC: 373.2(043.2)
COBISS: 245361923 Link will open in a new window
Views: 129
Downloads: 25
Average score: 0 (0 votes)
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Other data

Secondary language: English
Secondary title: Preschool teachers' views on language goals and activities in the kindergarten curriculum
Secondary abstract: In our thesis, we examined preschool teachers' attitudes toward language goals and activities in the Curriculum for Preschools (1999). In the theoretical part, we defined language and speech, described the speech and language development of preschool children, the role of the preschool teacher in this development, and outlined the language area in the Curriculum for Preschools. In the empirical part, we presented the results of a study we conducted using a questionnaire titled Preschool Teachers’ Attitudes toward Language Goals and Activities in the Curriculum for Preschools. The aim of the study was to determine preschool teachers' attitudes toward the language goals (and activities) in the Curriculum for Preschools and how they implement them in their daily pedagogical practice. The study included 58 preschool teachers, of whom 57 were women and 1 was a man. The results of our research showed that preschool teachers use the Curriculum for Preschools when planning their work and that they include language activities in the daily routine. They agree that the goals are clearly written but feel that goals related to early literacy and especially Slovene as a second language are missing. They offered several suggestions for additions to the language area and provided examples of activities they use to support children's speech and language development.
Secondary keywords: speech;speech and language development;language;language objectives;language activities;Curriculum for Preschools;the role of the preschool teacher;Razvoj otroškega govora;Načrtovanje kurikuluma;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 (47 str.))
ID: 26888423