Spodbujanje branja v predšolskem obdobju

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[V. Istenič]
UDK:	373.2.016:028.5(043.2)
COBISS:	9900617
Št. ogledov:	2034
Št. prenosov:	212
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Promoting preschool reading
Sekundarni povzetek:	The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I wrote about promoting reading in the family, the role of teachers in promoting reading, literature classes in kindergarden, promoting reading in kindergarten and different methods of promotion. The empirical part focuses on the role of preschool teacher regarding reading promotion. I conducted a survey on preschool teachers with questions regarding methods of reading promotion, gender, education level, years of experience, age groups of their pupils, how frequently they read to children, the amount of emphasis they put on reading, reasons for their method selection, can children take on the role of narrator, why they read to children, their criteria for book selection, their opinion on who has the biggest role in reading promotion and on the cild's emergent literacy, and their opinion on which family activities influence the child's literacy. The goal of thesis is to determine whether there is a difference between kindergarten teachers regarding the methods of promoting reading, based on their education level and years of experience working with preschool children.
Sekundarne ključne besede:	pre-school child;pre-reading;reading;predšolski otrok;priprave na učenje branja;branje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	64 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Promoting preschool reading
Ključne besede (ePrints):	branje
Ključne besede (ePrints, sekundarni jezik):	reading
Povzetek (ePrints):	Diplomsko delo Spodbujanje branja v predšolskem obdobju je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu sem pisala o branju, pomenu branja, vrstah branja, o bralni motivaciji, spodbujanju bralne motivacije, notranji in zunanji motivaciji, vplivu bralne motivacije na otrokovo bralno aktivnost, bralni ter družinski pismenosti, vlogi odraslega pri spodbujanju bralne pismenosti, branju otroku ter o spodbujanju branja v predšolskem obdobju, kjer sem pisala o spodbujanju družinskega branja, vlogi vzgojiteljice oz. vzgojitelja pri spodbujanju branja, književni vzgoji v vrtcu, spodbujanju branja v vrtcu ter o različnih oblikah oz. metodah spodbujanja branja. V empiričnem delu sem se osredinila na vlogo vzgojiteljice oz. vzgojitelja, kako v vrtcu spodbujajo branje ter jih preko anketnega vprašalnika povprašala o spolu, dokončani stopnji izobrazbe, številu let delovnih izkušenj, v kateri starostni skupini delajo, kako pogosto berejo otrokom, kakšen pomen ima po njihovem mnenju branje v vrtcu ter kako ga spodbujajo, katere metode spodbujanja branja uporabljajo ter zakaj prav te, ali imajo otroci možnost vloge pripovedovalca zgodb, zakaj berejo otrokom v vrtcu, katere kriterije upoštevajo pri izboru knjig, kdo ima večjo vlogo pri spodbujanju branja, kdo ima večji vpliv na otrokovo porajajočo se pismenost in katere dejavnosti v družini po mnenju vzgojiteljice oz. vzgojitelja vplivajo na pismenost otrok. Cilj diplomskega dela je ugotoviti, ali med vzgojiteljicami oz. vzgojitelji obstajajo razlike v načinu spodbujanja otrokovega branja glede na doseženo stopnjo izobrazbe ter glede na število let delovnih izkušenj v vrtcu.
Povzetek (ePrints, sekundarni jezik):	The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I wrote about promoting reading in the family, the role of teachers in promoting reading, literature classes in kindergarden, promoting reading in kindergarten and different methods of promotion. The empirical part focuses on the role of preschool teacher regarding reading promotion. I conducted a survey on preschool teachers with questions regarding methods of reading promotion, gender, education level, years of experience, age groups of their pupils, how frequently they read to children, the amount of emphasis they put on reading, reasons for their method selection, can children take on the role of narrator, why they read to children, their criteria for book selection, their opinion on who has the biggest role in reading promotion and on the cild's emergent literacy, and their opinion on which family activities influence the child's literacy. The goal of thesis is to determine whether there is a difference between kindergarten teachers regarding the methods of promoting reading, based on their education level and years of experience working with preschool children.
Ključne besede (ePrints, sekundarni jezik):	reading
ID:	8311906