Razvijanje predbralnih in predpisalnih spretnosti v predšolskem obdobju

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2014
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[K. Medved]
UDK:	373.2.016:003(043.2)
COBISS:	9972297
Št. ogledov:	2450
Št. prenosov:	255
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Developing prereading and prewriting skills in preschool period
Sekundarni povzetek:	Preliteracy or emergent literacy is knowledge and skills that children acquire spontaneously and informally before entering the school (Grginič 2005 a: 69). Kindergarten teachers that think encouraging prereading and prewriting skills are important in early childhood, offer children a lot of printed materials, picture books and children books, they also encourage them to use symbolic expressions and if they show interest, the kindergarten teachers will teach them how to write letters and how to read words (Marjanovič Umek 2010: 39). M. Montessori has found that optimal period for learning reading and writing is pre-school period (Capuder 2006). Montessori principles for the first six years of life are: absorbent mind, sensitive periods, urges to communicate, to be independent and to explore, learn through their senses and through movement (Lawrence 1998: 14). For developing prereading and prewriting skills are appropriate activities in which children strengthen graphic and phonological awareness and activities for developing graphomotor skills (finger and hand skills, ability to visual-motor assessment) and the ability to detect space and orientation in it (Grginič 2008: 14). In the theoretical part of the diploma paper, I presented the concept of literacy, pre-literacy in Kurikulum za vrtce and Montessori concept, developing prereading and prewriting skills. In the empirical part, I compared two different kindergartens, public and Montessori kindergarten. I recorded or observed activities of developing prereading and prewriting skills.
Sekundarne ključne besede:	pre-school child;pre-reading;pre-writing;reading;predšolski otrok;priprave na učenje branja;priprave na učenje pisanja;branje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	21 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Razvijanje predbralnih in predpisalnih spretnosti v predšolskem obdobju
Ključne besede (ePrints):	predopismenjevanje
Ključne besede (ePrints, sekundarni jezik):	pre-literacy
Povzetek (ePrints):	Predšolska oz. porajajoča se pismenost je pismeno znanje in spretnosti, ki jih otroci pridobivajo spontano in neformalno pred vstopom v šolo (Grginič 2005 a: 69). Vzgojiteljice, ki menijo, da je v zgodnjem otroštvu pomembno spodbujanje predbralnih in predpisalnih spretnosti, ponujajo otrokom veliko tiskanega gradiva, slikanic in otroških knjig, jih spodbujajo k dejavnostim, pri katerih uporabljajo simbolno izražanje, če pokažejo interes, jih učijo pisati črke in brati besede (Marjanovič Umek 2010: 39). M. Montessori je ugotovila, da je optimalno obdobje za učenje branja in pisanja predšolsko obdobje (Capuder 2006). Načela montessori za prvih šest let otrokovega življenja so srkajoč um, občutljiva obdobja, potreba po komuniciranju, samostojnosti in raziskovanju ter učenje s čutili in gibanjem (Lawrence 1998: 14). Za razvijanje predbralnih in predpisalnih spretnosti so primerne dejavnosti, s katerimi otroci krepijo grafično in fonološko zavedanje ter dejavnosti za razvijanje grafomotorike (prstne in ročne spretnosti, zmožnost vidno-gibalne skladnosti) in sposobnost zaznavanja prostora in orientacije v njem (Grginič 2008: 14). V teoretičnem delu diplomskega dela sem predstavila pojem pismenost, predopismenjevanje v Kurikulumu za vrtce in konceptu montessori ter razvijanje predbralnih in predpisalnih spretnosti. V empiričnem delu sem primerjala dva različna vrtca, javni in vrtec montessori. Posnela oz. opazovala sem dejavnosti razvijanja predbralnih in predpisalnih spretnosti.
Povzetek (ePrints, sekundarni jezik):	Preliteracy or emergent literacy is knowledge and skills that children acquire spontaneously and informally before entering the school (Grginič 2005 a: 69). Kindergarten teachers that think encouraging prereading and prewriting skills are important in early childhood, offer children a lot of printed materials, picture books and children books, they also encourage them to use symbolic expressions and if they show interest, the kindergarten teachers will teach them how to write letters and how to read words (Marjanovič Umek 2010: 39). M. Montessori has found that optimal period for learning reading and writing is pre-school period (Capuder 2006). Montessori principles for the first six years of life are: absorbent mind, sensitive periods, urges to communicate, to be independent and to explore, learn through their senses and through movement (Lawrence 1998: 14). For developing prereading and prewriting skills are appropriate activities in which children strengthen graphic and phonological awareness and activities for developing graphomotor skills (finger and hand skills, ability to visual-motor assessment) and the ability to detect space and orientation in it (Grginič 2008: 14). In the theoretical part of the diploma paper, I presented the concept of literacy, pre-literacy in Kurikulum za vrtce and Montessori concept, developing prereading and prewriting skills. In the empirical part, I compared two different kindergartens, public and Montessori kindergarten. I recorded or observed activities of developing prereading and prewriting skills.
Ključne besede (ePrints, sekundarni jezik):	pre-literacy
ID:	8327906