magistrsko delo
Valentina Gjura (Avtor), Bojana Globačnik (Mentor)

Povzetek

Človek se nauči govora preko posnemanja oseb iz svoje okolice. Fonološki razvoj obsega področje sposobnosti povezovanja glasov (fonemov) s črko in tudi razumevanje, kako je posamezna beseda ali celoten govor sestavljen. Besedišče otrok se povečuje z vplivom okolja in s tem, da beseda začne pomeniti vsak predmet, ki ima skupne lastnosti v neki skupini predmetov. Namen praktičnega zaključnega dela je bil ugotoviti, ali obstaja povezanost obsega besedišča in fonološkega zavedanja predšolskih otrok ob vstopu v šolo. Predmet raziskovanja je bil, ali obstaja razlika v razvitosti besednega zaklada glede na starost. Drugi cilj je bil oblikovati nekaj nasvetov in iger za starše, vzgojitelje pri delu z otroki pred vstopom v šolo, pri katerih zaznavamo težave na področju govora. Z raziskavo je bilo ugotovljeno, da imajo v povprečju kronološko mlajši otroci na področju fonološkega zavedanja več težav kot starejši. Največ težav fonološkega zavedanja sta jim predstavljala zaznavanje inicialnega ter finalnega glasu. Tudi za starejšo skupino otrok je bil finalni glas nižje ocenjen. Raziskava je pokazala, da je več kot polovica otrok iz obeh starostnih skupin sliko opisovalo v posameznih besedah in da so zato potrebovali veliko motivacije. Nekaj otrok kljub dodatni motivaciji ni tvorilo stavkov. Pomembnih razlik med starejšimi in mlajšimi otroci pri opisovanju slike ni bilo. Skozi empirično raziskavo je bilo ugotovljeno, da otroci, ki nimajo težav s fonološkim zavedanjem, jih posledično nimajo tudi pri besedišču. Besedišče tistih, ki imajo govorne težave in katerih govor je slab in nerazumljiv, je skromno.

Ključne besede

govor;fonološko zavedanje;besedišče;predšolski otroci;magistrska dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UM PEF - Pedagoška fakulteta
Založnik: [V. Gjura]
UDK: 81'23:81'342.2-053.4(043.2)
COBISS: 21818632 Povezava se bo odprla v novem oknu
Št. ogledov: 1286
Št. prenosov: 287
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: CORRELATION BETWEEN VOCABULARY AND PHONOLOGICAL AWARENESS AT SCHOOL STARTING AGE
Sekundarni povzetek: Humans learn how to speak by imitating people from their environment. Phonological development includes the skill of connecting sounds (phonemes) with letters and the understanding of how a single word or a whole speech is composed. A child's vocabulary grows with the impact of the environment and with the fact that each word represents an object with common characteristics within a group of objects. The purpose of the practical part of this thesis was to establish if there is a connection between the vocabulary range and phonological awareness of pre-school children upon entering school. The subject of research refers to potential differences in the developed vocabulary in relation to age. The second goal of this thesis was to advise and prepare games for parents and teachers working with pre-school children, who were determined to have speech-related problems. The research shows that, on average, the chronologically younger children have more problems in the field of phonological awareness than older children. Most of the phonological awareness-related problems have been determined in detection of initial and final voice. Even in the group of older children the final voice was lower rated. According to our research over a half of the children from both age groups described pictures with single words and thereby required a lot of motivation. In spite of being motivated, some of the children were unable to build sentences. In relation to describing pictures there were no significant differences between older and younger children. The empirical research determined that children, who show no phonological awareness-related issues also, have no problems with vocabulary, while the vocabulary of children with speech problems and children, who speak poorly and incomprehensibly, turned out to be moderate.
Sekundarne ključne besede: speech;phonological awareness;vocabulary;preschool children;master theses;
URN: URN:SI:UM:
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Strani: 76 f., [11] f. pril.
ID: 9075430