magistrsko delo
Katja Gašperič (Avtor), Igor Saksida (Mentor)

Povzetek

Opismenjevanje je proces, »v katerem se posameznik usposobi za branje in pisanje najrazličnejših besedil, si z njimi v vsakdanjem življenju pomaga in jih zna uporabljati.« (Zrimšek, 2003: 7.) Gre za kompleksen proces, čigar temeljna faza je začetno opismenjevanje. Ta pojem zajema: pripravo na branje in pisanje, sistematično obravnavanje in utrjevanje črk ter tudi razvijanje in urjenje tehnik branja ter pisanja. (prav tam). Priprava na opismenjevanje poteka že v vrtcu in vsebuje uvajanje v funkcijo branja ob branju in ogledu slikanic z odraslo osebo, razvijanje govora, analizo besed na glasove, natančno izgovarjavo besed in glasov, razvijanje grafomotoričnih spretnosti in orientacije (na sebi, v prostoru, na papirju) ter sposobnosti poslušanja (prim. Golli, 1996). Razvoj pismenosti predšolskega otroka v večjem delu poteka spontano in neopazno ob vsakodnevnih dogodkih (prim. L. Miller, 1996, po: Grginič, 2008). Najustrezneje pa je razvijati porajajočo se pismenost na eni strani tako, da se razvijajo ustrezne spretnosti in znanja porajajoče se pismenosti pri otroku, in na drugi strani, da se oblikuje okolje, ki spodbudno deluje na razvoj teh spretnosti. Poleg tega je v ta namen treba otroka zgodaj motivirati za dejavnosti branja in pisanja (predvsem se poudarja pomen zgleda odraslih, ki so v stiku z otrokom), ustvariti tiskovno bogato okolje, se pravi okolje, v katerem otrok spoznava različna pisna gradiva, in organizirati ter spodbujati igre, pri katerih je za doseganje ciljev treba brati, pisati oziroma uporabljati pisni jezik (prim. Pečjak 2003). Moj raziskovalni namen je bil izvedba didaktičnih igre za razvijanje predopismenjevalnih zmožnosti z otroki iz predšolskega obdobja. Z izvajanjem didaktičnih iger sem nameravala doseči motiviranost otrok ter spremembo v njihovem znanju oziroma predopismenjevalnih zmožnostih. Razvijanje predbralnih in predpisalnih spretnosti in sposobnosti sem popestrila z didaktičnimi igrami ter z namenom, da vplivam na spremembe v njihovem znanju in zmožnostih. Za svojo raziskavo sem uporabila akcijsko raziskovanje, ker sem želela v prakso vnesti konkretne spremembe. Podatke sem pridobila pred in po končanem izvajanju didaktičnih vaj. Zbirala sem jih dva meseca. Z otroki sem intenzivno delala ena- do dvakrat tedensko po trideset minut. Pred začetkom sem z njimi opravila preizkus znanja. Preizkus je bil diagnostičen, ker so me zanimale pomanjkljivosti v njihovem znanju. Isti preizkus sem z otroki opravila tudi po končani raziskavi. S pomočjo preizkusa znanja sem ugotavljala njihov napredek na posameznih področjih predopismenjevalnih zmožnosti. Izvedla sem tudi opazovanje otrok pri izvajanju didaktičnih iger, da bi ugotovila njihovo motiviranost za delo, ter opazovanje pri igri v skupini, pri čemer sem raziskovala njihovo zanimanje za branje in pisanje.

Ključne besede

porajajoča se pismenost;začetno opismenjevanje;razvijanje predopismenjevalnih zmožnosti;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Gašperič]
UDK: 373.3:003-028.31(043.2)
COBISS: 11408457 Povezava se bo odprla v novem oknu
Št. ogledov: 1035
Št. prenosov: 169
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: Application of educational play activities in developing preliteracy skills
Sekundarni povzetek: Literacy is a process “in which an individual becomes qualified to read and write varioustexts, as well as to use them to his/her advantage in everyday life.” (Zrimšek, 2003: 7.) This is a complex process and its fundamental phase is the mastery of initial literacy. The term includes all steps from preparation of reading and writing to systematic discussion and consolidation of letters while simultaneously developing and practising the reading and writing techniques (there). Preparation for literacy starts already in kindergarten and includes an initiation into the reading function by reading picture books in the company of an adult. With this children learn to develop speech, analyse words by splitting them into sounds, articulate pronunciation of words and sounds, develop graphomotor skills, ability to orientate (how to orientate on oneself, in space, on paper) and listening skills (i.e. Golli, 1996). The development of literacy with preschool children usually occurs spontaneously through some everyday events (i.e. L. Miller, 1996, summarized after Grginič, 2008). It is most suitable to develop the emerging literacy while developing appropriate skills and knowledges of emerging literacy and at the same time also forming an environment that would be beneficial for the development of those skills. Besides that, it is important to motivate children to read and write at an early age (the importance of adults functioning as a role models and adult contact with children is especially emphasised), to cultivate a rich press environment; that means an environment in which a child can become acquainted with various written materials. It is also important to organise as well as encourage games, the goal of which is to read, write or use written language (i.e. Pečjak 2003). The purpose of my research was to execute didactic games that develop preliteracy abilities and test them on preschool children. By carrying out didactic games, I intended to motivate children and achieve a change in their knowledge and preliteracy abilities. I enriched the development of pre-reading and pre-writing skills and abilities with didactic games in an attempt to influence their knowledge and abilities. I used action research as a means of my investigation. The purpose of this was my desire to bring concrete changes into current practice. I gathered information prior to and following the didactic exercises. I have been gathering the materials for two months. I worked intensely with children once or twice a week for thirty minutes. Before games, I tested their knowledge. The test functioned as a diagnosis, because of my interest to learn about the shortcomings in their understanding. The same test was carried out also after the research was finished. By testing their knowledge, I monitored their progress on specific areas of preliteracy abilities. I also performed an observation of children while carrying out didactic games in order to discover their interest in reading and writing.
Sekundarne ključne besede: literacy;educational game;pre-writing;priprave na učenje branja;pismenost;didaktična igra;priprave na učenje pisanja;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Strani: 162 str.
ID: 9247768