magistrsko delo
Simona Grobin (Author), Metka Kordigel Aberšek (Mentor)

Abstract

Družinska pismenost nima natančno opredeljene definicije, saj se pri nas ta izraz ne uporablja v tolikšni meri in je preveden iz family literacy. Družinska pismenost obsega različne dejavnosti, ki so povezane z branjem, prepoznavanjem znakov, napisov, s pisanjem, z izražanjem s pomočjo ilustracije in druge. Za boljše razumevanje in predstavo o družinski pismenosti obstajajo tudi različni programi za njeno razvijanje. Poleg vseh programov in dejavnosti, ki spodbujajo družinsko pismenost, so za spodbujanje le-te zelo pomembne tudi knjižnice, ki organizirajo različne dejavnosti za spodbujanje družinskega branja in družinske pismenosti Ena izmed dejavnosti, ki spodbuja družinsko branje, je branje za predšolsko bralno značko, pri kateri imajo največjo vlogo starši. Starši morajo namreč otroku prebrati knjige, ki jih otroci v vrtcu predstavijo svoji vzgojiteljici. Predšolska bralna značka pa se nadaljuje z bralno značko v osnovni šoli. Ti dve bralni znački se razlikujeta predvsem v bralcu. V osnovni šoli začnejo otroci samostojno brati knjige, ki jih morajo običajno predstaviti učiteljem. Branje za bralno značko je prostovoljna dejavnost, ki poteka vseh 9 let osnovnošolskega izobraževanja. Na opravljanje bralne značke vplivajo predvsem pozitivne izkušnje, ki so jih otroci pridobili v predšolskem obdobju, zato je branje predšolskemu otroku izredno pomembna dejavnost, saj vpliva na nadaljnje branje otrok v osnovni šoli in tudi kasneje v življenju. Z branjem si namreč tako otroci kot tudi starši bogatijo besedni zaklad.

Keywords

družinska pismenost;bralna značka;predšolska bralna značka;družinsko branje;motivacija;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [S. Grobin]
UDC: 37.091.3:82-93(043.2)
COBISS: 21511432 Link will open in a new window
Views: 1495
Downloads: 158
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Other data

Secondary language: English
Secondary title: THE CONNECTION BETWEEN FAMILY LITERACY AND THE PERFORMANCE OF THE READING BADGE IN THE FIFTH GRADE OF PRIMARY SCHOOL
Secondary abstract: Family literacy is a type of literacy that has not been specifically defined in Slovene yet, because the term is not being used to such an extent and the Slovene term is just a direct translation from English. Family literacy encompasses different activities related to reading, recognition of characters, inscriptions, writing, and expressions with the help of illustrations and others. Different programmes for the development of family literacy are being carried out to provide a better understanding and idea of what family literacy is. Besides all of the programmes and activities that encourage family literacy, libraries earnestly strive to encourage family literacy as well by means of organizing different activities to encourage family reading and family literacy. One of the activities that encourages family reading is reading for the reading badge, where parents play the most important part. Namely, parents have to read books to their children and children present those books to their teachers in preschool. The preschool reading badge continues with the reading badge in primary school. The difference between these two badges exists mainly in the reader. Children independently start reading books and usually present them to their teachers in primary school. Reading for the reading badge is a voluntary activity that lasts all nine years of primary school education. Positive experience that children gain from the preschool period principally influence the performance of the reading badge and that is why reading is a crucially important activity to a preschool child, since it influences further reading of children in primary school, as well as later in life. Children and parents both expand their vocabularies with reading.
Secondary keywords: family literacy;reading badge;preschool reading badge;family reading;motivation;thesis;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 170 f.
ID: 8762408