Otrokovo poznavanje koncepta tiska (knjige) kot pomemben del zgodnje pismenosti

Abstract

Članek govori o problematiki zgodnje pismenosti v Sloveniji, še posebej o otrokovem poznavanju koncepta tiska in knjige. Najprej so opredeljeni pojmi pismenost, porajajoča se pismenost in zgodnja pismenost. V nadaljevanju je prikazan eden izmed instrumentov za ugotavljanje oz. preverjanje otrokovega poznavanja koncepta tiska in knjige. Sledi predstavitev raziskave, v kateri smo ugotavljali zavedanje koncepta knjige in tiska kot pomembnega dela zgodnje pismenosti 535 pet- in šestletnih otrok, vključenih v 25 naključno izbranih slovenskih vrtcev. Rezultati so pokazali, da se več kot polovica vprašanih otrok zna orientirati v knjigi in da več kot polovica otrok razlikuje med slikami in besedilom, pozna smer tiska, pozna začetek in konec knjige ter zna uporabljati knjižno terminologijo. Z rezultati ne moremo biti zadovoljni, zato predlagamo metodo t. i. poudarjenega ozaveščanja tiska, s katero vzgojiteljica oz. vzgojitelj spodbuja otrokovo poznavanje tiska.

Keywords

tisk;knjiga;koncept;pismenost;otroci;Slovenija;

Data

Language:	Slovenian
Year of publishing:	2013
Typology:	1.01 - Original Scientific Article
Organization:	UL PEF - Faculty of Education
Publisher:	Slavistično društvo Slovenije
UDC:	37.011.3-051:37.014.22
COBISS:	9884489
ISSN:	0021-6933
Parent publication:	Jezik in slovstvo
Views:	1095
Downloads:	145
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary abstract:	The article deals with the topic of early literacy in Slovenia, focusing on the childs familiarity with the concept of print and the book. The first section sets out to define the notions of literacy, nascent literacy and early literacy. In the continuation, the article presents one of the instruments for assessing or verifying the childs familiarity with the concept of print and the book. It then goes on to present the results of research into the awareness of the concept of print and the book as an important aspect of early literacy in 535 children aged 56 years who attend 25 randomly selected Slovenian kindergartens. The results show that more than half of the children are able to grasp the structure of a book, and that more than half of them are capable of distinguishing between pictures and text, of recognising the direction of the print, and of determining the beginning and the end of a book, as well as being able to use literary terminology. As these results are unsatisfactory, we suggest adopting the method of so-called emphasised awareness-raising in the field of printed books, whereby the educator encourages the childs familiarity with print.
Secondary keywords:	literacy;trainer;pre-school child;pismenost;vzgojitelj;predšolski otrok;
URN:	URN:NBN:SI
Type (COBISS):	Not categorized
Pages:	str. 45-58, 100
Volume:	ǂLetn. ǂ58
Issue:	ǂšt. ǂ3
Chronology:	2013
ID:	9108027