Sociopragmatične spretnosti otrok, starih od 12 do 36 mesecev

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Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[B. Penko]
UDC:	376.1(043.2)
COBISS:	9703497
Views:	1058
Downloads:	438
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Social-conversational skills of children from 12 to 36 months
Secondary abstract:	Social-conversational skills are a part of complex communication interactions. They put communication into social context and they include verbal and non-verbal actions (gestures, movements and vocalization) (Bonifacio, Girolametto, 2007; Capirci et al. 1996; Iverson et al. 1994). In this study we analysed the development of social-conversational skills of children aged from 12 to 36 months. The sample included 114 children from different regions of Slovenia. Their parents filled in three questionnaires. The first one included basic information, the second one was The Social Conversational Skills Rating Scale – the Slovene version, and the third one was about the early communication of their children. The results showed that in the period from 12 to 36 months, the development of a child's social-conversational skills (assertiveness and responsiveness) is very intensive. There were no significant differences between girls and boys. The results showed a positive effect of the mother's educational level on the development of a child's assertiveness and responsiveness, while the father's educational level had no significant effect on the development of a child's social-conversational skills. The results also showed that late talkers had significantly lower ratings for both assertiveness and responsiveness in comparison with their average peers. The questionnaire The Social Conversational Skills Rating Scale, which in the case of our sample proved as a reliable and a valid measuring instrument, represents an important contribution to the practice of Slovene speech and language therapists.
Secondary keywords:	communication;pre-school child;komunikacija;predšolski otrok;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	VII f., 67 str., [4] str. pril.
Type (ePrints):	thesis
Title (ePrints):	Social-conversational skills of children from 12 to 36 months
Keywords (ePrints):	pragmatika
Keywords (ePrints, secondary language):	pragmatics
Abstract (ePrints):	Sociopragmatične spretnosti so del kompleksnih komunikacijskih interakcij. Komunikacijo postavijo v socialni kontekst. Nanašajo se tako na verbalno kot neverbalno aktivnost; torej vključujejo tudi geste, gibe in vokalizacijo (Bonifacio, Girolametto, 2007; Capirci et al. 1996; Iverson et al. 1994). V magistrski nalogi je analiziran razvoj sociopragmatičnih spretnosti otrok, starih od 12 do 36 mesecev. Raziskava je bila narejena na vzorcu 114 otrok iz več slovenskih regij. Starši so izpolnili tri vprašalnike: Vprašalnik za starše (osnovni podatki o otroku in družini), Ocenjevalna lestvica za sociopragmatične spretnosti avtoric Ozbič, Kogovšek, Penko iz leta 2011 (Priloga 1), Zgodnja otrokova komunikacija. Dobljeni rezultati so pokazali, da se v obdobju od 12 do 36 mesecev starosti sociopragmatične spretnosti (asertivnost in responzivnost) zelo intenzivno razvijajo. Pokazalo se je, da ni statistično pomembnih razlik v asertivnosti in responzivnosti deklic in dečkov, da izobrazba mame pomembno vpliva na razvoj sociopragmatičnih spretnosti, da so torej otroci bolj izobraženih mater tudi bolj asertivni in responzivni, medtem ko izobrazba očetov nima pomembnejšega vpliva na razvoj sociopragmatičnih spretnosti. Pokazalo se je tudi, da imajo otroci, ki kasnijo v govorno-jezikovnem razvoju statistično pomembno slabše razvite sociopragmatične spretnosti od otrok, katerih govorno-jezikovni razvoj je potekal običajno. Pomemben doprinos logopedski praksi v Sloveniji je Ocenjevalna lestvica za sociopragmatične spretnosti avtoric Ozbič, Kogovšek, Penko iz leta 2011 (Priloga 1), ki se je na našem vzorcu izkazala kot zanesljiv in veljaven merski inštrument.
Abstract (ePrints, secondary language):	Social-conversational skills are a part of complex communication interactions. They put communication into social context and they include verbal and non-verbal actions (gestures, movements and vocalization) (Bonifacio, Girolametto, 2007; Capirci et al. 1996; Iverson et al. 1994). In this study we analysed the development of social-conversational skills of children aged from 12 to 36 months. The sample included 114 children from different regions of Slovenia. Their parents filled in three questionnaires. The first one included basic information, the second one was The Social Conversational Skills Rating Scale – the Slovene version, and the third one was about the early communication of their children. The results showed that in the period from 12 to 36 months, the development of a child's social-conversational skills (assertiveness and responsiveness) is very intensive. There were no significant differences between girls and boys. The results showed a positive effect of the mother's educational level on the development of a child's assertiveness and responsiveness, while the father's educational level had no significant effect on the development of a child's social-conversational skills. The results also showed that late talkers had significantly lower ratings for both assertiveness and responsiveness in comparison with their average peers. The questionnaire The Social Conversational Skills Rating Scale, which in the case of our sample proved as a reliable and a valid measuring instrument, represents an important contribution to the practice of Slovene speech and language therapists.
Keywords (ePrints, secondary language):	pragmatics
ID:	8311604