diplomsko delo
Simona Turičnik (Avtor), Darija Skubic (Mentor)

Povzetek

Razvoj pismenosti se začne že pred vstopom v šolo. Prvo izkušnjo z govorom otrok pridobi v družini, ko posluša govorico okoli sebe in začne komunicirati s svojimi starši in drugimi. Otrok rad posluša pravljice, ki mu jih starši berejo, ter ob tem opazuje tisk in slikovno gradivo in se pogovarja o prebranem. Na tak način otrok in starši preživljajo prosti čas in gradijo medosebne odnose. Otroci zelo radi opazujejo starše, ko berejo knjigo, pri nakupovanju (pisanje in branje z listka), ko plačujejo račune, pri kuhanju, zato otroci že kmalu pokažejo zanimanje za knjigo in pisanje. Naloga staršev pa je, da otroka spodbujajo in motivirajo k branju, spoznavanju črk in simbolov, k igram, kjer otrok usvoji predbralne in predpisalne spretnosti. Raziskave so pokazale, da je uspešnost pri branju in pisanju povezana s tem, koliko je bil otrok v predšolskem obdobju deležen branja in koliko spodbud in zgledov za branje je dobival v družini. V svojem diplomskem delu bi rada pokazala, da lahko tudi otroci, ki doma niso dobili spodbud za branje in pisanje, le-te pridobijo v času vrtca, ko vzgojitelj otroke spodbuja z različnimi dejavnostmi k predbralni in predpisalni spretnosti. V teoretičnem delu bom predstavila, kaj je pismenost in vrste pismenosti (poudarek bo na zgodnji pismenosti − porajajoča se pismenost, začetna in prehodna pismenost). Ker na razvoj otrokove pismenosti najprej vpliva družinsko okolje, bom spregovorila tudi o družinski pismenosti. Osredinila se bom na različne dejavnosti, ki spodbujajo otroka k predbralni in predpisalni pismenosti. Predstavila bom, kako je pismenost opredeljena v Kurikulumu za vrtce in v Beli knjigi ter kako je opredeljena v nekaterih tujih kurikulumih. V empiričnem delu bom z anketnim vprašalnikom za vzgojitelje raziskovala, na kakšen način v vrtcu spodbujajo predbralne in predpisalne spretnosti. Vprašanja bodo odprtega in zaprtega tipa (npr. dejavnosti, ki jih uporabljajo pri spodbujanju predbralnih in predpisalnih sposobnosti, uporaba knjižnice, spodbujanje staršev k družinski pismenosti, vpliv spodbudnega učnega okolja na pismenost otrok, vloga staršev pri otrokovi pismenosti, vpliv izobrazbe staršev na pismenost otrok … ).

Ključne besede

pismenost;zgodnja pismenost;družinska pismenost;dialoško branje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Turičnik]
UDK: 373.2:028(043.2)
COBISS: 11585353 Povezava se bo odprla v novem oknu
Št. ogledov: 651
Št. prenosov: 88
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: Encouraging child prereading and prewriting skills in kindergarten
Sekundarni povzetek: Developing literacy begins before entering the school. The first experience with speaking children acquire in the family when they listening to speech around themselves, they start to communicate with their parents and others. The children like to listen to fairy tales, whose parents read, and while watching the press and pictorial material and while they are talking about what parents read them. In this way, children and parents spend their free time and build interpersonal relationships. Children love to watch parents reading the book, when they are shopping (writing, reading from the ticket), paying bills, cooking, therefore children soon show interest in books and writing. The task of parents is to encourage and motivate children to read, learning letters and symbols in games, where the child adopts a prereading and prewriting skills. Studies have shown that the success in reading and writing is related to how much the child in kindergarten was receiving reading and how incentives and examples for reading he was receiving in the family. With this thesis I would want to show that even children at home who did not get incentives for reading and writing, can gain in time when they are in kindergarten when an educator encourages children to various activities to prereading and prewriting skills. In the theoretical part I will present what is literacy, different kind of literacy (emergent literacy, starting and transition literacy). Whereas the development of children's literacy affect first family environment, I will as well talked about family literacy. I will be focusing on a variety of activities that encourage children to prereading and prewriting literacy. I will present how literacy is defined in the Curriculum for Pre-school Education and in the White book and how it is defined in the foreign curriculums. In the empirical part, with questionnaire for educators I will explored on what way in kindergarten are promoting prereading and prewriting skills. Questions will be open and closed type (eg. activities used to promote prereading and prewriting skills, use of libraries, encouraging parents to family literacy, the impact of supportive learning environment of literacy on children, the role of parents on child literacy, the impact of education of parents on literacy of children ... ).
Sekundarne ključne besede: pre-school education;predšolska vzgoja;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 58 str.
ID: 10844183