diplomska naloga
Ana Gabršček (Author), Marja Bešter (Mentor), Tomaž Petek (Co-mentor)

Abstract

Osnovni namen diplomske naloge je bil predstaviti, kako bi vzgojitelji/vzgojiteljice morali/-e brati umetnostna besedila otrokom v vrtcu in kako vzgojitelji/vzgojiteljice umetnostna besedila v vrtcu dejansko berejo. Diplomsko nalogo sestavljata teoretični in empirični del. V teoretičnem delu je opredeljeno, kaj je branje, osredotočeno predvsem na interpretativno branje umetnostnih besedil. Predstavljeni so: značilnosti priprave na interpretativno branje, njegova izvedba in poslušanje na splošno ter postopek, kako se mora na interpretativno branje otrokom v vrtcu pripraviti vzgojitelj/vzgojiteljica in kako ga mora izvesti. Te dejavnosti niso preproste, zato je kakovostna priprava na branje za uspešno izvedbo interpretativnega branja nujna. V empiričnem delu so prikazani izsledki raziskave, opravljene v vrtcu, z opazovanjem, ocenjevanjem in z vrednotenjem branja umetnostih besedil desetih vzgojiteljev/vzgojiteljic ter izsledki anketnega vprašalnika. Ugotovili smo, da vzgojitelji/vzgojiteljice na splošno ustrezno berejo umetnostna besedila otrokom v vrtcu in da se pojavljajo le manjša odstopanja od predvidenih pravil, predstavljenih v teoretičnem delu. Iz analize je razvidno, da se vzgojitelji/vzgojiteljice na interpretativno branje umetnostnih besedil pripravijo na precej podobne načine; otrokom v vrtcu berejo vsak dan, tudi večkrat dnevno; raje in večinoma berejo prozo kot poezijo; proza jim po večini povzroča manj težav pri branju kot poezija. Ugotovili smo tudi, da leta delovnih izkušenj večinoma vplivajo na interpretativno branje umetnostnih besedil.

Keywords

interpretativno branje;proza;poezija;priprava na branje;delovne izkušnje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Gabršček]
UDC: 373.2.016:028(043.2)
COBISS: 11174985 Link will open in a new window
Views: 727
Downloads: 143
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: How do kindergarten teachers read literary texts to children in kindergarten
Secondary abstract: The primary purpose of the diploma thesis was to present how kindergarten teachers should read literary texts to children in kindergarten, and how kindergarten teachers actually read literary texts to children in kindergarten. The diploma thesis consists of the theoretical and the empirical part. In the theoretical part, it is defined what reading is with the focus mainly on the interpretative reading of literary texts. The following is presented: the characteristics of preparation for interpretative reading, the execution of the reading, and the listening of interpretative reading in general, as well as the procedure of the kindergarten teacher's preparation and execution. These activities are not simple, and therefore a quality preparation is necessary for the reading to be successful. The empirical part presents the findings of the survey conducted in a kindergarten, which were acquired through observation, assessment, and evaluation of the reading of literary texts of ten teachers together with the findings from a questionnaire. We have established that the kindergarten teachers generally read literary texts to children in kindergartens, and that only minor deviations from the rules, presented in the theoretical part, occur. The analysis reveals that the kindergarten teachers prepare for the interpretative reading in rather similar ways. They read to children in kindergartens every day, even several times a day, they prefer reading prose to poetry and read it more often. Besides, prose causes them less problems in the process of reading than poetry. Furthermore, it has been established that the years of work experience mostly have an influence on the interpretative reading of literary texts.
Secondary keywords: nursery school;trainer;reading;vrtec;vzgojitelj;branje;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 120 str.
ID: 9171026