Razvijanje predopismenjevalne zmožnosti v zgodnjem šolskem obdobju

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Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[N. Zrimšek]
UDC:	373.32.016:003(043.2)
COBISS:	9309257
Views:	1383
Downloads:	351
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Developing the literacy capabilities in early school education
Secondary abstract:	Diploma Paper Development of Pre-literacy Abilities in Early School Period consists of a theoretical and empirical part. The theoretical part presents child development in the fields of thinking, speaking and perception, which has to be taken into account in the development and understanding of pre-literacy abilities in initial teaching of literacy. Pre-literacy ability is defined theoretically and divided into individual skills, acquired by children in an encouraging and well-organised environment. This Diploma Paper aims at analysing the pre-literacy abilities of children, acquired in the first grade, by a means of a test, comprising exercises in the field of pre-literacy abilities. Having studied the literature, I wrote a test (Annex 2) which consists of five exercises, aimed at testing pre-literacy abilities. Each exercise had set objectives that I wanted to test and each exercise was evaluated by a certain number of points. The aim of the first exercise was to test child's orientation in the room and on the sheet of paper. Children had to draw to a dictation and they had to follow the direction of drawing. In the second exercise they had to classify known shapes according to types and warmth. Next exercise was dealing with visual perception - children had to find the same words in words and match them. The fourth exercise was a demanding graphomotor exercise where children had to draw a pattern with curved and broken lines. Finally, there was a relaxing exercise. With the help of a legend children had to colour a drawing. The test is a measuring instrument in the empiric part of the Diploma Paper. A random sample was applied in the empirical part of the Diploma Paper, consisting of 72 first- graders, of which 40 girls and 32 boys. The object of statistical processing was the number of points, achieved in individual exercises (Annex 3). On the basis of the results I found out that children were best in the exercise which involved classifying things by types. They found the exercise, involving looking for the same word in the word and matching, the most difficult. Children's visual perception has not been developed well yet, which is shown also by the results of this exercise.
Secondary keywords:	pre-writing;teacher role;priprave na učenje pisanja;vloga učitelja;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	54 str.
Type (ePrints):	thesis
Title (ePrints):	Developing the literacy capabilities in early school education
Keywords (ePrints):	začetno opismenjevanje
Keywords (ePrints, secondary language):	initial teaching of literacy
Abstract (ePrints):	Diplomsko delo z naslovom Razvijanje predopismenjevalne zmožnosti v zgodnjem šolskem obdobju obsega teoretični in empirični del. V teoretičnem delu je predstavljen otrokov razvoj na področju mišljenja, govora in zaznavanja, kar je potrebno upoštevati pri razvijanju in razumevanju predopismenjevalne zmožnosti v začetnem opismenjevanju. Predopismenjevalna zmožnost je teoretično opredeljena in razdeljena na posamezne sposobnosti, ki si jih otrok pridobiva v spodbudnem in dobro organiziranem okolju. Cilj diplomskega dela je analizirati dosežene predopismenjevalne zmožnosti otrok v prvem razredu s pomočjo preizkusa znanja, ki zajema naloge s področja predopismenjevalne zmožnosti. Po študiju literature sem sestavila preizkus znanja (Priloga 2), ki vsebuje pet nalog za preverjanje preopismenjevalne zmožnosti. Pri vsaki nalogi sem si zastavila cilje, ki sem jih želela preveriti pri otroku, in ovrednotila nalogo s točkami. Prva naloga je preverjala otrokovo orientacijo v prostoru in na listu. Otroci so risali po nareku, pri tem so morali upoštevati smer risanja. Pri drugi nalogi je bilo potrebno razvrstiti znane oblike po tipu in toploti. Naslednja naloga je od otroka zahtevala doseženo vidno zaznavanje – iskati je moral enake besede v besedah in jih povezati med seboj. Četrta naloga je bila zahtevnejša grafomotorična vaja, ki je od otroka zahtevala, da riše vzorec s krivimi in lomljenimi črtami. Zadnja naloga je bila sprostilne narave. Otrok je moral s pomočjo legende pobarvali risbo. Preizkus znanja predstavlja merski instrument v empiričnem delu diplomskega dela. V empiričnem delu sem uporabila slučajnostni vzorec, ki je zajemal 72 otrok 1. razreda, od tega je bilo 40 deklic in 32 dečkov. Objekt statistične obdelave je bilo število doseženih točk pri posamezni nalogi (priloga 3). Na podlagi rezultatov sem ugotovila, da so otroci najbolje rešili nalogo, pri kateri so morali zaznati stvari po tipu. Največ težav jim je povzročala naloga, v kateri so morali v besedi poiskati enako besedo in ju povezati med seboj. Otroci imajo še zelo slabo razvito vidno percepcijo, kar kažejo tudi rezultati te naloge.
Abstract (ePrints, secondary language):	Diploma Paper Development of Pre-literacy Abilities in Early School Period consists of a theoretical and empirical part. The theoretical part presents child development in the fields of thinking, speaking and perception, which has to be taken into account in the development and understanding of pre-literacy abilities in initial teaching of literacy. Pre-literacy ability is defined theoretically and divided into individual skills, acquired by children in an encouraging and well-organised environment. This Diploma Paper aims at analysing the pre-literacy abilities of children, acquired in the first grade, by a means of a test, comprising exercises in the field of pre-literacy abilities. Having studied the literature, I wrote a test (Annex 2) which consists of five exercises, aimed at testing pre-literacy abilities. Each exercise had set objectives that I wanted to test and each exercise was evaluated by a certain number of points. The aim of the first exercise was to test child's orientation in the room and on the sheet of paper. Children had to draw to a dictation and they had to follow the direction of drawing. In the second exercise they had to classify known shapes according to types and warmth. Next exercise was dealing with visual perception - children had to find the same words in words and match them. The fourth exercise was a demanding graphomotor exercise where children had to draw a pattern with curved and broken lines. Finally, there was a relaxing exercise. With the help of a legend children had to colour a drawing. The test is a measuring instrument in the empiric part of the Diploma Paper. A random sample was applied in the empirical part of the Diploma Paper, consisting of 72 first- graders, of which 40 girls and 32 boys. The object of statistical processing was the number of points, achieved in individual exercises (Annex 3). On the basis of the results I found out that children were best in the exercise which involved classifying things by types. They found the exercise, involving looking for the same word in the word and matching, the most difficult. Children's visual perception has not been developed well yet, which is shown also by the results of this exercise.
Keywords (ePrints, secondary language):	initial teaching of literacy
ID:	8310535