magistrsko delo
Maruša Poklič (Avtor), Damjana Kogovšek (Mentor), Jerneja Novšak Brce (Komentor)

Povzetek

Razvitost fonološkega zavedanja velja za pomemben prediktor kasneje pojavljajočih se učnih težav, povezanih z branjem in pisanjem. Fonološko zavedanje predstavlja različne spretnosti, ki se nanašajo na razumevanje fonološke strukture jezika. Vključuje spretnosti slušnega zaznavanja števila besed, dolžine besed, združevanja in razdruževanja zlogov, prepoznavanja in iskanja rim ter glasovno zavedanje. Spodbujanje fonološkega zavedanja je zato smiselno že v predšolskem obdobju. Fonološko zavedanje vpliva na uspešnost začetnega opismenjevanja. Razviti bralna in funkcionalna pismenost oblikujeta posameznika, krepita njegovo samopodobo ter pomembno vplivata na njegovo komunikacijo ter vključevanje v družbo. V teoretičnem delu opredelimo fonološko zavedanje, razvoj fonoloških spretnosti v predšolskem obdobju ter aktivnosti, s katerimi lahko krepimo fonološko zavedanje otrok. Poudarjena je vloga logopeda pri odkrivanju, prepoznavanju ter rehabilitaciji težav na področju fonološkega zavedanja. Predstavimo bralni razvoj in strategije, ki jih otroci uporabljajo pri začetnem učenju branja ter dejavnike, ki vplivajo na uspešnost bralnega razvoja. Namen naše raziskave je ugotoviti, kakšna je razvitost fonolškega zavedanja, oblikovati program za spodbujanje fonološkega zavedanja in prepoznati otroke s primanjkljaji na tem področju ter jim nuditi ustrezno pomoč. Oblikovali smo 20-urni program za spodbujanje fonološkega zavedanja pri predšolskih otrocih in predstavili pridobljene rezultate. Program smo oblikovali na podlagi že objavljenih trenigov ter se prilagodili razvojni stopnji otrok. To pomeni, da smo aktivnosti prikazali na igriv in zabaven način. V raziskavo je bilo sprva vključenih 44 otrok, ki smo jih razdelili v 4 skupine, različne glede na starost. Program je bil izpeljan do konca, pred končnim testiranjem pa je prišlo do izrednih okoliščin (COVID- 19). Zaradi tega smo lahko na koncu programa ponovno testirali le 16 otrok in tako smo pri interpretaciji rezultatov upoštevali samo njih (N=16). Program se je izvajal trikrat na teden po 30–45 minut in je trajal en mesec in pol. Naš cilj je bil prikazati, da lahko s programom za spodbujanje fonološkega zavedanja okrepimo fonološke spretnosti otrok in z njegovo pomočjo prepoznamo otroke, ki so šibki na tem področju ter bi potrebovali dodatno pomoč in podporo. Rezultati so pokazali, da program fonološkega zavedanja pozitivno vpliva na razvitost posameznih veščin, saj so vsi otroci, vključeni v raziskavo, napredovali.

Ključne besede

opismenjevanje;porajajoča se pismenost;razvoj branja;fonološko zavedanje;trening fonološkega zavedanja;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Poklič]
UDK: 373.2.016:81'344(043.2)
COBISS: 26586371 Povezava se bo odprla v novem oknu
Št. ogledov: 416
Št. prenosov: 24
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: Phonological awareness programme for preschool children (aged 4-6)
Sekundarni povzetek: The development of phonological awareness is an important indicator for the possible later emergence of studying problems related to reading and writing. Phonological awareness represents different skills, which are connected to understanding the phonological part of the language. It includes the skills of auditory perception of word lengths, word quantity, blending and segmenting syllables, identifying and searching for rhymes and phonemic awareness. It is reasonable to encourage phonological awareness already in pre-school. Phonological awareness affects the success of emerging literacy. Developed reading and functional literacy shapes an individual, strengthens his self-esteem and has a remarkable effect on individual's communication and society integration process. The theoretical part consists of definitions and development of phonological awareness and skills in the preschool period, as well as activities through which we can strengthen the phonological awareness of children. Speech and language pathologist's role in preventing, recognizing and eliminating problems connected to phonological awareness is highlighted. Reading development, strategies which children use for learning to read and factors for successful reading development are presented. The purpose of this research is to find out to what extent phonological awareness is developed, develop a programme to encourage phonological awareness and to recognize children with problems in this area and offer them adequate help. For this purpose, we developed a 20-hour programme to encourage phonological awareness in pre-school children and present the results in this paper. The programme was based on some already established practices and adapted accordingly to children's age. That means that we presented the activities in a fun and playful way. At the start, there were 44 children included in the research, divided into 4 groups according to their age. The programme was concluded, but due to extraordinary circumstances (COVID-19), only 16 children were tested and we used only them (N=16) to interpret the result. Testing was executed three times a week, 30–45 minutes per session and lasted for a month and a half. The goal was to show that we can use this phonological awareness programme to strengthen the phonological skills of children and to recognize children, who are weak in this area and need additional help and support. The results showed us that the phonological awareness programme positively affects development of several skills as all of the children made progress (N=16).
Sekundarne ključne besede: reading;pre-school child;branje;predšolski otrok;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Logopedija in surdopedagogika
Strani: 84 str.
ID: 11989953