diplomsko delo
Anja Artač (Author), Marcela Batistič-Zorec (Mentor)

Abstract

Vsakodnevno branje in pripovedovanje predšolskemu otroku prispeva k razvoju predbralnih in predpisalnih sposobnosti. V vrtcu se izvaja veliko dejavnosti za spodbujanje družinskega branja. Ena izmed teh je predšolska bralna značka, ki spodbuja družinsko branje, ki pa ni nujno dobra spodbuda. Ob izvajanju bralne značke namreč nekateri starši in otroci tekmujejo, čemer se postavlja pod vprašaj namen bralne značke. V teoretičnem delu sem na kratko predstavila pismenost, zgodnjo oz. porajajočo se pismenost, družinsko branje in različne spodbude zanj. V empiričnem delu sem uporabila anketna vprašalnika za strokovne delavce v vrtcu in starše otrok. Zanimalo me je tako mnenje vzgojiteljev o predšolski bralni znački ter navade branja in pripovedovanja v družinskem okolju otroka. Pri analizi anketnih vprašalnikov sem dobila zanimive rezultate. Nekateri vzgojitelji in tudi starši se strinjajo, da bralna značka spodbuja tekmovanje. Več kot polovica staršev svojim otrokom redko ali občasno pogosto bere in pripoveduje, kar polovica staršev pa je otroke tudi spodbujala, da čim prej končajo bralno značko.

Keywords

predšolska bralna značka;porajajoča se pismenost;spodbujanje branja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Artač]
UDC: 373.2.016:028.5(043.2)
COBISS: 10718281 Link will open in a new window
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Downloads: 206
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Other data

Secondary language: English
Secondary title: Critical reflection on the preschool reading programme
Secondary abstract: Daily reading and storytelling to a preschool child contributes to the development of prereading and prewriting skills. Amongst the many activities that kindergarten implements to promote family reading is the Preschool Reading Badge, which encourages family reading. However, this is not necessarily a positive incentive. In carrying out Reading Badge activities, some parents and children compete, thus calling into question the purpose of the Reading Badge. In the theoretical part, literacy, emerging literacy, family reading and various incentives for it are briefly described. In the empirical part, a survey questionnaire for kindergarten professionals and children’s parents is used, focusing on teachers’ opinions regarding the Preschool Reading Badge, as well as reading and storytelling habits in the children’s family environment. The analysis of the questionnaires produced interesting results. Some teachers and parents agree that the Reading Badge encourages competition. More than half of the parents rarely or occasionally read and tell stories to their children, while half of them also encourage children to complete the Reading Badge promptly.
Secondary keywords: pre-school child;reading;literacy;predšolski otrok;branje;pismenost;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages: 47 f.
ID: 9055574