Spodbujanje branja v predšolskem obdobju

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[V. Istenič]
UDC:	373.2.016:028.5(043.2)
COBISS:	9900617
Views:	2034
Downloads:	212
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Promoting preschool reading
Secondary abstract:	The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I wrote about promoting reading in the family, the role of teachers in promoting reading, literature classes in kindergarden, promoting reading in kindergarten and different methods of promotion. The empirical part focuses on the role of preschool teacher regarding reading promotion. I conducted a survey on preschool teachers with questions regarding methods of reading promotion, gender, education level, years of experience, age groups of their pupils, how frequently they read to children, the amount of emphasis they put on reading, reasons for their method selection, can children take on the role of narrator, why they read to children, their criteria for book selection, their opinion on who has the biggest role in reading promotion and on the cild's emergent literacy, and their opinion on which family activities influence the child's literacy. The goal of thesis is to determine whether there is a difference between kindergarten teachers regarding the methods of promoting reading, based on their education level and years of experience working with preschool children.
Secondary keywords:	pre-school child;pre-reading;reading;predšolski otrok;priprave na učenje branja;branje;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	64 str.
Type (ePrints):	thesis
Title (ePrints):	Promoting preschool reading
Keywords (ePrints):	branje
Keywords (ePrints, secondary language):	reading
Abstract (ePrints):	Diplomsko delo Spodbujanje branja v predšolskem obdobju je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu sem pisala o branju, pomenu branja, vrstah branja, o bralni motivaciji, spodbujanju bralne motivacije, notranji in zunanji motivaciji, vplivu bralne motivacije na otrokovo bralno aktivnost, bralni ter družinski pismenosti, vlogi odraslega pri spodbujanju bralne pismenosti, branju otroku ter o spodbujanju branja v predšolskem obdobju, kjer sem pisala o spodbujanju družinskega branja, vlogi vzgojiteljice oz. vzgojitelja pri spodbujanju branja, književni vzgoji v vrtcu, spodbujanju branja v vrtcu ter o različnih oblikah oz. metodah spodbujanja branja. V empiričnem delu sem se osredinila na vlogo vzgojiteljice oz. vzgojitelja, kako v vrtcu spodbujajo branje ter jih preko anketnega vprašalnika povprašala o spolu, dokončani stopnji izobrazbe, številu let delovnih izkušenj, v kateri starostni skupini delajo, kako pogosto berejo otrokom, kakšen pomen ima po njihovem mnenju branje v vrtcu ter kako ga spodbujajo, katere metode spodbujanja branja uporabljajo ter zakaj prav te, ali imajo otroci možnost vloge pripovedovalca zgodb, zakaj berejo otrokom v vrtcu, katere kriterije upoštevajo pri izboru knjig, kdo ima večjo vlogo pri spodbujanju branja, kdo ima večji vpliv na otrokovo porajajočo se pismenost in katere dejavnosti v družini po mnenju vzgojiteljice oz. vzgojitelja vplivajo na pismenost otrok. Cilj diplomskega dela je ugotoviti, ali med vzgojiteljicami oz. vzgojitelji obstajajo razlike v načinu spodbujanja otrokovega branja glede na doseženo stopnjo izobrazbe ter glede na število let delovnih izkušenj v vrtcu.
Abstract (ePrints, secondary language):	The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I wrote about promoting reading in the family, the role of teachers in promoting reading, literature classes in kindergarden, promoting reading in kindergarten and different methods of promotion. The empirical part focuses on the role of preschool teacher regarding reading promotion. I conducted a survey on preschool teachers with questions regarding methods of reading promotion, gender, education level, years of experience, age groups of their pupils, how frequently they read to children, the amount of emphasis they put on reading, reasons for their method selection, can children take on the role of narrator, why they read to children, their criteria for book selection, their opinion on who has the biggest role in reading promotion and on the cild's emergent literacy, and their opinion on which family activities influence the child's literacy. The goal of thesis is to determine whether there is a difference between kindergarten teachers regarding the methods of promoting reading, based on their education level and years of experience working with preschool children.
Keywords (ePrints, secondary language):	reading
ID:	8311906