diplomsko delo
Renata Filipić (Avtor), Darija Skubic (Mentor)

Povzetek

V diplomskem delu sem preucevala spodbujanje govora in govornih spretnosti otrok v predšolskem obdobju. Osredinila sem se na preucevanje pripovedovanja zgodbe ob slikanici brez besedila. V teoreticnem delu sem opredelila pojma govor in jezik ter predstavila dejavnike, ki vplivajo na razvoj govora. Osredinila sem se na pripovedovanje, razvoj pripovedovanja zgodbe, dejavnike, ki sodolocajo raven pripovedovanje zgodbe, ter opredelila kriterije za ocenjevanje koherentnosti zgodbe. Predstavila sem razlicne vrste slikanic, vlogo in pomen ilustracije ter podrobneje opisala slikanico brez besedila Decek in hiša. V empiricnem delu so predstavljeni rezultati raziskave, ki sem jo izvedla s slikanico brez besedila Decek in hiša avtorice Maje Kastelic. V raziskavo je bilo vkljucenih dvajset nakljucno izbranih otrok, in sicer deset otrok, starih od 3 do 4 let, in deset otrok, starih od 5 do 6 let, ki so ob slikanici brez besedila pripovedovali zgodbe, ki sem jih nato zapisala in jim dolocila stopnjo koherentnosti. V raziskavi sem ugotavljala, kolikšen delež otrok pri pripovedovanju zgodbe potrebuje spodbudo v obliki vzgojiteljevih vprašanj ter kdo je po mnenju otrok glavni junak zgodbe. Rezultati analize so pokazali, da na stopnjo koherentnosti vpliva predvsem starost otroka ter njegova jezikovna zmožnost. V zgodbah mlajših otrok je bilo veliko naštevanja, pri pripovedovanju so po vecini potrebovali spodbudo vzgojitelja v obliki vprašanj. Starejši otroci so pripovedovali koherentnejše zgodbe, vendar nihce od sodelujocih otrok ni pripovedoval zgodbe na najvišji stopnji koherentnosti. Eden od otrok je potreboval spodbudo v obliki vzgojiteljevih vprašanj, ostali otroci pa so zgodbo pripovedovali samostojno. Analiza odgovorov, kdo je po mnenju otrok glavni junak zgodbe, je pokazala, da so otroci odgovorili razlicno in na njihov odgovor starost ni vplivala.

Ključne besede

govor in govorne spretnosti;koherentnost;pripovedovanje;slikanica brez besedila;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [R. Filipić]
UDK: 373.2(043.2)
COBISS: 162817027 Povezava se bo odprla v novem oknu
Št. ogledov: 36
Št. prenosov: 5
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: Use of picture books without text in kindergarten
Sekundarni povzetek: In my thesis I studied the promotion of children's speech and language skills in pre-school. I focused on the study of storytelling with a wordless picture book. In the theoretical part, I defined the concepts of speech and language and presented the factors that influence the development of speech. I focused on storytelling, the development of storytelling, the factors that co-determine the level of storytelling and defined criteria for assessing the coherence of a story. I introduced the different types of picture books, the role and importance of illustration, and described in more detail a wordless picture book, The Boy and the House. The empirical part presents the results of the research I conducted with a wordless picture book The Boy and the House by Maja Kastelic. Twenty children were randomly selected to take part in the study, ten children aged 3-4 and ten children aged 5-6, who told stories alongside a picture book with no text, which I then wrote down and determined their level of coherence. In the study, I looked at the proportion of children who needed prompting in the form of questions from the teacher when telling a story, and who the children thought was the main character in the story. The results of the analysis showed that the age of the child and his/her linguistic ability are the main factors influencing the degree of coherence. The younger children's stories were full of enumeration, and most of them needed prompting from the teacher in the form of questions. Older children told more coherent stories, but none of the participating children told a story at the highest level of coherence. One of the children needed prompting in the form of questions from the teacher, while the other children told the story independently. An analysis of the children's answers on who they thought was the main character of the story showed that the children answered differently and that their answers were not influenced by their age.
Sekundarne ključne besede: speech and speaking skills;coherence;narration;wordless picture book;Predšolska vzgoja;Govor;Slikanice;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Diplomsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 1 spletni vir (1 datoteka PDF (55 str.))
DOI: 20.500.12556/RUL-148714
ID: 19867817