diplomsko delo
Maja Berčič (Author), Milena Blažič (Mentor)

Abstract

Diplomsko delo je sestavljeno iz dveh delov. V teoretičnem delu opredelimo metodo branja v nadaljevanjih kot eno izmed metod, s katero otroke popeljemo v svet literature. Napišemo tudi formulo, s katero lahko izvedemo nastope s pomočjo metode branja v nadaljevanjih. Predstavimo tudi knjigo Groznovilca v Hudi hosti, za katero je značilen duhovit pripovedni slog, tema zgodbe pa je sprejemanje drugačnosti. Večji poudarek namenimo uvodni motivaciji. Osredinimo se na tipe in podtipe uvodnih motivacij po Metki Kordigel (2008). Za delo v vrtcih je bistvenega pomena razvijanje veščine pripovedovanja, ker otrokom omogoča večjo uspešnost v komunikaciji z drugimi. Zato predstavimo tudi značilnosti otrokovega pripovedovanja v predšolskem obdobju. V empiričnem delu na osnovi kvalitativne metode pedagoškega raziskovanja predstavimo analizo pripovedovanja zgodb otrok. Podatke smo pridobili s pomočjo risb otrok ter njihovega pripovedovanja, razlaganja in besednih opisov. Ocenili smo razvojne ravni njihove zgodbe, pri čemer smo upoštevali dva kriterija ocenjevanja, in sicer: koherentnost in kohezivnost. Ugotavljali smo tudi razlike v dolžini pripovedovanih zgodb, številu besed, številu prepoznanih dogodkov v zgodbi in v številu veznikov. Rezultati so pokazali, da so v eksperimentalni skupini, v kateri je bila prisotna uvodna motivacija, otroci pokazali zelo veliko zanimanje za nadaljnje poslušanje pravljice Groznovilca v Hudi hosti, pripovedovali pa so tudi bolj koherentne in kohezivne ter daljše zgodbe kot v kontrolni skupini, v kateri smo uvodno motivacijo izpustili. Analize obravnavanih zgodb eksperimentalne in kontrolne skupine kažejo na to, da motivacijska spodbuda v veliki meri vpliva na kakovost in količino zgodb, ki so jih otroci pripovedovali.

Keywords

branje v nadaljevanjih;pripovedovanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. berčič]
UDC: 373.2.016:028(043.2)
COBISS: 10507849 Link will open in a new window
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Downloads: 157
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Other data

Secondary language: English
Secondary title: The role of motivational incentives by continuous reading in preeschool
Secondary abstract: The Diploma thesis consists of two parts. In the theoretical part, we define a method of continuous reading, which is followed by its description as one of the methods for drawing children into the world of literature. We have also written a formula, with the help of which we can prepare project for all books in a continuous fashion. Furthermore, we also present a book entitled Groznovilca v Hudi hosti, which is characterised by humorous narrative and deals with the subject of the acceptance of difference. Major emphasis is given to the introductory motivation. We focus on the types and sub-types of introductory motivation as defined by Metka Kordigel (2008). Developing the skill of narration is of fundamental importance for work in kindergartens, for it enables children to be more successful in communicating with one another. Therefore we also present the characteristics of a child's narration in the pre-school era. Based on the qualitative method of pedagogical research, the empirical part presents the analysis of children's narration of stories. We obtained data with the help of children's drawings, their narration, explanations and verbal descriptions. We assessed the development levels of their stories, taking into account two assessment criteria: coherence and cohesiveness. We also established the differences in the length of the narrated words, the number of words, and the number of recognised events in the story. The results showed that in the experimental group, where introductory motivation was present, the children expressed great interest in continuing to listen to the story, and their narration of stories was also more coherent, cohesive and longer compared to the control group, where introductory motivation was left out. Analyses of the stories discussed in the experimental and control groups point to the fact that motivational encouragement greatly affects the quality and quantity of stories narrated by children.
Secondary keywords: pre-school child;reading;motivation;predšolski otrok;branje;motivacija;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages: VIII, 76 str.
ID: 8752083