magistrsko delo
Melisa Herakovič (Avtor), Stanislav Košir (Mentor), Damjana Kogovšek (Komentor)

Povzetek

Govor in jezik sta zelo pomembni področji otrokovega razvoja. Govor je pomemben za razvoj osebnosti in za človekovo socializacijo. Govor nam služi kot sredstvo komunikacije. S pomočjo govora izražamo svoje misli, občutke, čustva, želje, potrebe. Najbolj viden in očiten napredek govora in jezika pa je v predšolskem obdobju. Razvoj govora in jezika je odvisen od veliko dejavnikov. Le-te delimo na notranje in zunanje. Cilj raziskave je bil analiza stališč ravnateljic, vzgojiteljic, svetovalnih delavcev ter logopedinj in surdopedagoginj o vplivu zunanjih dejavnikov za govorno-jezikovni razvoj predšolskih otrok. V raziskavo je bilo vključenih 50 ravnateljic, strokovnih delavcev vrtca ter logopedinj in surdopedagoginj. Udeleženci raziskave so izpolnili avtorsko listo trditev o zunanjih dejavnikih, ki vplivajo na govorno-jezikovni razvoj predšolskih otrok. Zanimalo nas je ali se bodo različne skupine strokovnjakov razlikovale v tem, kolikšen pomen za govorno-jezikovni razvoj predšolskih otrok pripisujejo različnim zunanjim dejavnikom in katerim zunanjim dejavnikom bodo posamezne skupine strokovnjakov pripisale največji pomen za govorno-jezikovni razvoj predšolskih otrok. Strokovni delavci, ravnatelji in logopedi imajo zelo pomembno vlogo pri razvijanju govora predšolskega otroka. Razvoj otrokovega govora namreč poteka v okviru vseh področij in vsebin, vključenih v vrtčevski kurikulum. Ugotovitve so pokazale, da so stališča vseh skupin zelo enotna. Ocenjevalci pripisujejo največji pomen dejavnikom kakovosti družinskega okolja, sledi vpliv vrtca in vrstniške skupine ter na zadnjem mestu vpliv socialno-ekonomskih dejavnikov. Znotraj posameznih skupin dejavnikov so opazne majhne razlike, kot statistično pomembni pa se izkažeta zgolj dve. Do statistično pomembnih razlik pri stališčih vpliva na govorno-jezikovni razvoj je prišlo pri dejavniku »število otroških knjig v domačem okolju« med skupino vzgojiteljic, ki delajo z otroki v oddelku 1. starostnega obdobja in logopedinjami in surdopedagoginjami ter »dokončana stopnja izobrazbe matere« med skupino vzgojiteljic, ki delajo z otroki v oddelku 2. starostnega obdobja in ravnateljicami. Raziskava je pokazala tudi, da skupine strokovnjakov pripisujejo največji pomen osmim izmed dvajsetih zunanjih dejavnikov. Ti dejavniki so: glasno branje knjig otroku, pogostost govornih interakcij med mamo in otrokom, dober govorni model (vzor) doma, dokončana stopnja izobrazbe matere, oblika družine (jedrna, razširjena, …), število članov v družini, vzgojiteljičine spodbude v vrtcu (zna prisluhniti otroku, zna počakati, otroka pohvaliti), interakcija z vrstniki (igra) v vrtcu.

Ključne besede

logopedi;strokovni delavci vrtcev;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Herakovič]
UDK: 376:373.2(043.2)
COBISS: 11562057 Povezava se bo odprla v novem oknu
Št. ogledov: 807
Št. prenosov: 147
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Education professionals' views on the importance of external factors for speech and language development of pre-school children
Sekundarni povzetek: Speech and language are two very important fields of child's development. Speech is very important for the development of personality and for human socialisation. Speech serves as the means of communication. Through speech we express our thoughts, feelings, emotions, wishes, needs. The most visible and obvious progress of speech and language occurs in the pre-school period. The development of speech and language depends on several factors, which can be divided into internal and external factors. The purpose of this survey is to analyse the viewpoints of headmasters, teachers, education professionals, speech therapists and teachers of the deaf on the impact of external factors on the speech development of pre-school children. The survey encompasses 50 headmasters, education professionals in kindergarten, speech therapists and teachers of the deaf. Participants to the survey filled in a copyright list of statements on external factors affecting the speech and language development of pre-school children. The question was whether different groups of experts will share the same opinion on how much importance for speech and language development of pre-school children they attach to various external factors and which external factors will be given greatest importance for the speech and language development of pre-school children by individual groups of experts. Education professionals, headmasters and speech therapists play a very important role in developing the speech of a pre-school child. The development of a child’s speech namely takes places within the framework of all the fields and contents included in the kindergarten curriculum. The findings have shown that the viewpoints of all groups are highly unified. The evaluators attach greatest importance to the quality of family environment, followed by the impact of kindergarten and peers, while the impact of social and economic factors comes in last place. There are slight differences within individual groups of factors, however only two of them turn out to be statistically important. Statistically important differences in the viewpoints on what affects the speech and language development appeared with the factor “the number of children books in home environment” between the group of teachers working with children in the department of the 1st age bracket and speech therapists and teachers of the deaf, and with the factor “mother’s completed level of education” between the group of teachers working with children in the department of the 2nd age bracket and headmasters. The survey also showed that the groups of experts attach greatest importance to eight out of twenty external factors. These factors are: reading out books to children, frequency of oral interactions between mother and child, good oral (role) model at home, mother’s completed level of education, family structure (nuclear family, extended family…), number of family members, teacher’s stimulation in kindergarten (knows to listen to the child, knows to wait, compliment the child), interaction with peers (playing) in kindergarten.
Sekundarne ključne besede: pre-school child;language development;predšolski otrok;jezikovni razvoj;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Logopedija in surdopedagogika
Strani: 57 str.
ID: 10838470