diplomska naloga
Urška Remškar (Author), Tomaž Petek (Mentor)

Abstract

V vrtcu je pomembna dnevna komunikacija v vsakdanjih situacijah, prav tako pa je z vidika razvoja otrokovih jezikovnih zmožnosti pomembna tudi načrtovana dejavnost s področja jezika, ki zahteva strokovno odločitev in izvedbo vzgojitelja/-ice. V diplomski nalogi smo se ukvarjali z analizo zahtevnostnih ravni vprašanj, ki so jih zastavljale vzgojiteljice otrokom ob obravnavi književnega besedila. Vzgojitelj/-ica mora otrokom v vrtcu ob obravnavanju umetnostnega besedila zastavljati takšna vprašanja, ki bodo zajela njihovo razmišljanje na vseh ravneh zahtevnosti. To pomeni, da morajo biti poleg vprašanj nižje ravni prisotna tudi vprašanja na višjih ravneh, ki otroke usmerjajo tudi k bolj poglobljenemu razumevanju umetnostnih besedil. Ugotovili smo, da vzgojiteljice ne postavljajo vprašanj vseh ravni in stopenj zahtevnosti, ravno tako zastavljajo vprašanja v precej neenakomernem deležu. Prevladujejo vprašanja nižje ravni, ki so največkrat usmerjena v otrokovo dobesedno ponovitev nečesa že slišanega. Tudi iz podatkov, pridobljenih z anketnim vprašalnikom, lahko ugotovimo, da se vzgojiteljice zavedajo pomena zastavljanja vprašanj le s tem, da razmišljajo o vprašanjih. Vse štiri vzgojiteljice le včasih načrtujejo vprašanja, ki jih bodo zastavile otrokom po prebranem književnem besedilu, oz. si jih zapišejo. Le ena vzgojiteljica je v svojem odgovoru navedla, da morajo zastavljena vprašanja otroke spodbuditi k miselni aktivnosti.

Keywords

umetnostna besedila;zastavljanje vprašanj;nižja raven;višja raven;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [U. Remškar]
UDC: 373.2.016:821-93(043.2)
COBISS: 11119433 Link will open in a new window
Views: 725
Downloads: 108
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Other data

Secondary language: English
Secondary title: Difficulty level of child carers' questions posed to children in kindergarten when dealing with a literary text.
Secondary abstract: In kindergarten is important regular communication in everyday situations. However, from the point od view of development of child's linguistic capabilities is also important planned activity in a field of language, which demands a teacher's professional decision and performance. In a diploma thesis we dealt with analysis of skill levels of questions, which teachers asked children during discussion of a literary text. During this kind of discussion in kindergarten a teacher should ask such types of questions, which would cover their thinking on all skill levels. It means, that should be present not only questions on a lower skill level, but also questions on higher skill levels, which lead children to a deeper understanding of literary texts. We realized that teachers do not ask questions of all skill levels. Various skill levels of questions are also inequally represented. Dominate questions of a lower skill level, which are mainly oriented to a child's literal repetition of something that was heard before. On a basis of data acquired with a questionnaire could be also found out, that teachers are aware of importance of asking questions only in a way that they think about them. All four teachers only sometimes plan or write down questions to ask children after reading literary text. Not more than one teacher noted in her answer that asked questions should encourage children to mental activity.
Secondary keywords: nursery school;trainer;children's and youth literature;vrtec;vzgojitelj;mladinska književnost;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages: 38 f.
ID: 9162582