Sociopragmatične spretnosti otrok, starih od 12 do 36 mesecev

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[B. Penko]
UDK:	376.1(043.2)
COBISS:	9703497
Št. ogledov:	1058
Št. prenosov:	438
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Social-conversational skills of children from 12 to 36 months
Sekundarni povzetek:	Social-conversational skills are a part of complex communication interactions. They put communication into social context and they include verbal and non-verbal actions (gestures, movements and vocalization) (Bonifacio, Girolametto, 2007; Capirci et al. 1996; Iverson et al. 1994). In this study we analysed the development of social-conversational skills of children aged from 12 to 36 months. The sample included 114 children from different regions of Slovenia. Their parents filled in three questionnaires. The first one included basic information, the second one was The Social Conversational Skills Rating Scale – the Slovene version, and the third one was about the early communication of their children. The results showed that in the period from 12 to 36 months, the development of a child's social-conversational skills (assertiveness and responsiveness) is very intensive. There were no significant differences between girls and boys. The results showed a positive effect of the mother's educational level on the development of a child's assertiveness and responsiveness, while the father's educational level had no significant effect on the development of a child's social-conversational skills. The results also showed that late talkers had significantly lower ratings for both assertiveness and responsiveness in comparison with their average peers. The questionnaire The Social Conversational Skills Rating Scale, which in the case of our sample proved as a reliable and a valid measuring instrument, represents an important contribution to the practice of Slovene speech and language therapists.
Sekundarne ključne besede:	communication;pre-school child;komunikacija;predšolski otrok;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	VII f., 67 str., [4] str. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Social-conversational skills of children from 12 to 36 months
Ključne besede (ePrints):	pragmatika
Ključne besede (ePrints, sekundarni jezik):	pragmatics
Povzetek (ePrints):	Sociopragmatične spretnosti so del kompleksnih komunikacijskih interakcij. Komunikacijo postavijo v socialni kontekst. Nanašajo se tako na verbalno kot neverbalno aktivnost; torej vključujejo tudi geste, gibe in vokalizacijo (Bonifacio, Girolametto, 2007; Capirci et al. 1996; Iverson et al. 1994). V magistrski nalogi je analiziran razvoj sociopragmatičnih spretnosti otrok, starih od 12 do 36 mesecev. Raziskava je bila narejena na vzorcu 114 otrok iz več slovenskih regij. Starši so izpolnili tri vprašalnike: Vprašalnik za starše (osnovni podatki o otroku in družini), Ocenjevalna lestvica za sociopragmatične spretnosti avtoric Ozbič, Kogovšek, Penko iz leta 2011 (Priloga 1), Zgodnja otrokova komunikacija. Dobljeni rezultati so pokazali, da se v obdobju od 12 do 36 mesecev starosti sociopragmatične spretnosti (asertivnost in responzivnost) zelo intenzivno razvijajo. Pokazalo se je, da ni statistično pomembnih razlik v asertivnosti in responzivnosti deklic in dečkov, da izobrazba mame pomembno vpliva na razvoj sociopragmatičnih spretnosti, da so torej otroci bolj izobraženih mater tudi bolj asertivni in responzivni, medtem ko izobrazba očetov nima pomembnejšega vpliva na razvoj sociopragmatičnih spretnosti. Pokazalo se je tudi, da imajo otroci, ki kasnijo v govorno-jezikovnem razvoju statistično pomembno slabše razvite sociopragmatične spretnosti od otrok, katerih govorno-jezikovni razvoj je potekal običajno. Pomemben doprinos logopedski praksi v Sloveniji je Ocenjevalna lestvica za sociopragmatične spretnosti avtoric Ozbič, Kogovšek, Penko iz leta 2011 (Priloga 1), ki se je na našem vzorcu izkazala kot zanesljiv in veljaven merski inštrument.
Povzetek (ePrints, sekundarni jezik):	Social-conversational skills are a part of complex communication interactions. They put communication into social context and they include verbal and non-verbal actions (gestures, movements and vocalization) (Bonifacio, Girolametto, 2007; Capirci et al. 1996; Iverson et al. 1994). In this study we analysed the development of social-conversational skills of children aged from 12 to 36 months. The sample included 114 children from different regions of Slovenia. Their parents filled in three questionnaires. The first one included basic information, the second one was The Social Conversational Skills Rating Scale – the Slovene version, and the third one was about the early communication of their children. The results showed that in the period from 12 to 36 months, the development of a child's social-conversational skills (assertiveness and responsiveness) is very intensive. There were no significant differences between girls and boys. The results showed a positive effect of the mother's educational level on the development of a child's assertiveness and responsiveness, while the father's educational level had no significant effect on the development of a child's social-conversational skills. The results also showed that late talkers had significantly lower ratings for both assertiveness and responsiveness in comparison with their average peers. The questionnaire The Social Conversational Skills Rating Scale, which in the case of our sample proved as a reliable and a valid measuring instrument, represents an important contribution to the practice of Slovene speech and language therapists.
Ključne besede (ePrints, sekundarni jezik):	pragmatics
ID:	8311604