magistrsko delo
Nika Kokolj (Avtor), Darija Skubic (Mentor), Janez Jerman (Komentor)

Povzetek

Zgodnja pismenost je začetek kontinuuma razvoja pismenosti. Otroci začnejo spoznavati elemente zgodnje pismenosti, tj. tisk in njegov pomen, zgodnje fonološko zavedanje ter osnove abecednega znanja, ki so temelj za kasnejši razvoj branja in pisanja. Posledično ima torej zgodnja pismenost velik vpliv na kasnejši akademski uspeh. Razvoj zgodnje pismenosti slišečih ter gluhih in naglušnih otrok poteka po približno enakih stopnjah, vendar pri slednjih nekoliko počasneje, predvsem zaradi senzornih primanjkljajev ter posledic močno osiromašenega jezikovnega okolja. V teoretičnih izhodiščih sem najprej opisala pojem zgodnja pismenost, ga umestila v kontinuum razvoja pismenosti ter opisala njegove posamezne stopnje glede na različne teoretične modele. Poleg tega sem opisala modele sposobnosti zgodnje pismenosti ter se podrobneje osredotočila na model G. J. Whitehursta in C. J. Lonigana (1998), ki vsebuje govorjeni jezik, fonološko procesiranje in znanje o tisku. Opisala sem specifike posameznih sposobnosti pri razvoju slišečih otrok ter razvoju gluhih in naglušnih otrok. Navedla sem dejavnike zgodnje pismenosti, ki vplivajo na potek in uspešnost razvoja ter izpostavila pomen vloge vzgojiteljev in njihovega izbora metod pri spodbujanju razvoja zgodnje pismenosti. Vzgojitelji poročajo, da imajo veliko premalo znanja s tega področja, zato sem s to raziskavo preverila, kakšna je razlika v okolju in strategijah spodbujanja zgodnje pismenosti pri vzgojiteljih večinsko slišečih otrok in vzgojiteljih večinsko gluhih in naglušnih otrok. V Sloveniji je namreč pomanjkanje slednjih, ki bi imeli specifična znanja glede na klinične specifikacije te populacije. Zanimalo me je predvsem, koliko knjig imajo otroci na voljo v igralnicah, kako pogosto vzgojitelji izvajajo aktivnosti za spodbujanje zgodnje pismenosti, v katere dele dneva jih vključujejo ter katere elemente skupnega branja, ki je ena izmed najpogostejših metod spodbujanja zgodnje pismenosti, uporabljajo med branjem knjig otrokom. V ta namen sem sestavila vprašalnik o okolju in strategijah za spodbujanje zgodnje pismenosti v predšolskem obdobju, ki smo ga oblikovali na podlagi vprašalnika, ki so ga v raziskavi uporabili tudi A. M. Moses idr. (2016). Namenski vprašalnik sem poslala v 33 vrtcev po Sloveniji, kjer so zaposleni vzgojitelji, pomočniki vzgojitelja oziroma logopedi in surdopedagogi, specialni in rehabilitacijski pedagogi ali inkluzivni pedagogi na delovnem mestu vzgojitelja te vprašalnike tudi izpolnili. Ugotovila sem, da logopedi in surdopedagogi, specialni in rehabilitacijski pedagogi ter inkluzivni pedagogi v vlogi vzgojitelja uporabljajo strategije za spodbujanje zgodnje pismenosti približno enako pogosto, kot to delajo vzgojitelji in pomočniki vzgojitelja predšolskih otrok, a tisti vzgojitelji, ki imajo v skupini večinoma slišeče otroke, to delajo pomembno pogosteje kot vzgojitelji skupin z večinsko gluhimi in naglušnimi otroki. Pomembna ugotovitev je tudi ta, da imajo gluhi in naglušni na voljo več knjig glede na število otrok v skupini (6,08 knjige na otroka) oziroma celo presegajo normo (5,00 knjig na otroka) v nasprotju s skupinami, kjer so večinoma slišeči otroci, ki imajo na voljo veliko premalo knjig glede na število otrok v skupini (2,33 knjige na otroka).

Ključne besede

gluhi in naglušni otroci;vzgojitelji;zgodnja pismenost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Kokolj]
UDK: 376:616.28-008.14(043.2)
COBISS: 167257603 Povezava se bo odprla v novem oknu
Št. ogledov: 24
Št. prenosov: 3
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: Promoting early literacy in kindergarten for hearing and deaf and hard of hearing children
Sekundarni povzetek: Early literacy is the beginning of the literacy development continuum. Children start to grasp the elements of early literacy, such as print and its meaning, early phonological awareness, and basic alphabet knowledge, which are the foundation for later reading and writing development. Consequently, early literacy has a significant impact on later academic success. The development of early literacy in hearing and deaf and hard-of-hearing children follows roughly similar stages, but the latter progress is somewhat more slowly, primarily due to sensory deficits and the consequences of a significantly impoverished linguistic environment. In the theoretical foundations, I first described the concept of early literacy, placed it in the literacy development continuum, and described its individual stages according to various theoretical models. In addition, I described models of early literacy skills and focused in more detail on the model by G. J. Whitehurst and C. J. Lonigan (1998), which includes spoken language, phonological processing, and print knowledge. I described the specifics of individual skills in the development of hearing children and the development of deaf and hard-of-hearing children. I listed factors of early literacy that influence the course and success of development and emphasized the importance of the role of educators and their choice of methods in promoting early literacy development. Educators report that they have too little knowledge in this area, so with this research, I examined the difference in the environment and strategies for promoting early literacy among educators of predominantly hearing children and educators of predominantly deaf and hard-of-hearing children. In Slovenia, there is a shortage of the latter group who would have specific knowledge based on the clinical specifications of this population. I was primarily interested in how many books are available to children in classrooms, how often educators conduct activities to promote early literacy, at which times of the day they include them, and which elements of shared reading, one of the most common methods for promoting early literacy, they use when reading to children. For this purpose, I created a questionnaire about the environment and strategies for promoting early literacy in preschool, which was designed based on a questionnaire used in a study by A. M. Moses et al. (2016). I sent this dedicated questionnaire to 33 kindergartens across Slovenia where educators, assistant educators, speech therapists, and surdopedagogues, special rehabilitation educators, or inclusive educators in the role of educators completed these questionnaires. I found that speech therapists and surdopedagogues, special rehabilitation educators, and inclusive educators in the role of educators use strategies to promote early literacy about as often as educators and assistant educators of preschool children do. However, educators with predominantly hearing children in their groups do this significantly more often than educators with predominantly deaf and hard-of-hearing children. An important finding is also that deaf and hard-of-hearing children have more books available based on the number of children in the group (6.08 books per child), even exceeding the norm (5.00 books per child), unlike groups with predominantly hearing children, which have too few books available based on the number of children in the group (2.33 books per child).
Sekundarne ključne besede: deaf and hard-of-hearing children;educators;early literacy;Predšolski otroci;Gluhi in naglušni;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Logopedija in surdopedagogika
Strani: 1 spletni vir (1 datoteka PDF (IX, 82 str.))
DOI: 20.500.12556/RUL-151327
ID: 20034109