Kaj in koliko brati otrokom v vrtcu

diplomsko delo

Pia Grižon (Avtor), Darija Skubic (Mentor)

Povzetek

O širšem pomenu predšolskega odnosa do knjige in zgodnjega opismenjevanja bi morali biti ozaveščeni vsi, tako starši kot vzgojitelji in drugi, ki prihajajo v stik z otroki. Če bomo stalno skrbeli za branje in razvoj književne vzgoje v vrtcu, bomo spodbujali razvoj otrokovega govora, domišljije, besednjaka, njegovo samozavest in samoiniciativnost. Otroci s poslušanjem pravljic razvijajo domišljijo in te jim na nek način nudijo varnost, saj dobro vedno zmaga nad zlim. Odrasli ima pri branju in pripovedovanju priložnost spoznati otrokovo čustveno odzivnost, oceniti zmožnost njegove koncentracije ter intelektualne sposobnosti. Tudi za odrasle je branje in pripovedovanje pravljic lepo doživetje, saj se z otroki povezujejo tako čustveno kot tudi duhovno. Otrokom v vrtcu bi morali zagotoviti dovolj knjig, še posebej tistim, ki si doma nakupa knjige ne morejo privoščiti ali pa njihovi starši ne razumejo, kako pomembno je branje za otrokov govorno-jezikovni razvoj. Ker pri otrocih narašča gledanje risank na televiziji in na različnih IKT napravah, se moramo zavedati, da s tem otrokom ne ponujamo jezikovnega izziva in ga ne spodbujamo k dejavni rabi jezika. V teoretičnem delu sem na kratko predstavila porajajočo se pismenost, razvoj govora, pomen branja, knjižno vzgojo v vrtcu. V empiričnem delu sem z anketnim vprašalnikom za strokovne delavce vrtca želela ugotoviti, ali vzgojitelji literaturo izbirajo naključno, načrtno po letnem delovnemu načrtu, spontano po otrokovem odzivu ipd. Ker je književna vzgoja pomemben del vrtčevskega vsakdana, me je še zanimalo, kako bogato so igralnice opremljene oz. založene s knjigami. Z analizo anketnih vprašalnikov sem dobila pričakovane rezultate. Večina oddelkov, v katerih delajo anketiranci, ima svojo knjižno polico, ki je bolj ali manj založena s pravljicami, pripovedkami, revijami, enciklopedijami, pesmimi in ugankami ter poučnimi knjigami. Anketirani vzgojitelji se zavedajo pomembnosti dobro izbrane in raznolike literature za otroke v različno starostnem obdobju.

Ključne besede

govor;knjižna vzgoja;mišljenje;pismenost;pomen branja;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2021
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[P. Grižon]
UDK:	373.2.016:028(043.2)
COBISS:	64001795
Št. ogledov:	247
Št. prenosov:	24
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	What and how much to read children in kindergarten
Sekundarni povzetek:	Everyone, including parents, educators and others who come in contact with children should be aware of the wider importance of pre-school attitude towards book's early literacy. If we constantly take care of reading and development of literary education in kindergarten, we will encourage child’s development of speech, vocabulary and imagination, encourage child’s self-confidence and self-initiative. By listening to fairy tales, children develop their imagination. Fairy tales offer security in a way because good always wins over evil. Adults have the opportunity to get to know the child´s emotional responsiveness, assess their ability to concentrate and their intellectual ability while reading to them or telling them stories. Even for adults, reading and telling fairy tales is a beautiful experience as they connect with children on emotional and spiritual level. Children in kindergarten should be provided with enough books, especially children who cannot afford to buy a book to keep at home or whose parents do not understand the importance of reading for child’s (speech-language) development. We must be aware that the rise of watching cartoons on television and on various ICT devices, does not offer a language challenge to a child and thus we are not encouraging such a child to use language actively. In theoretical part of my thesis, I briefly presented the emerging of literacy, speech development, the importance of book reading education in kindergarten. In the empirical part, I used a questionnaire for kindergarten employees. The intent was to find out whether educators chose literature randomly, systematically according to the annual work plan, spontaneously according to the child response, etc. Since literary education is an important part of our everyday life, I was also interested in how richly equipped the playrooms are. With the analysis of the survey questionnaires I obtained the expected results. Most departments have their own bookshelves, which are more or less, stocked with fairy tales, short stories, children magazines, encyclopaedias, poems and riddles and textbooks. Educators are aware of the importance of well-chosen and diverse literature for children of different ages.
Sekundarne ključne besede:	pre-school child;reading;predšolski otrok;branje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani:	V, 47 str.
ID:	12919419