Družinska pismenost v vsakdanjem življenju

diplomsko delo

Jasmina Prepadnik (Avtor), Darija Skubic (Mentor)

Povzetek

Diplomsko delo z naslovom Družinska pismenost v vsakdanjem življenju obsega teoretični in empirični del. Teoretični del zajema pismenost, družinsko pismenost in knjižno vzgojo. Najprej sem opredelila pismenost, vidike pismenosti in vrste pismenosti. V povezavi z njo sem opredelila tudi porajajočo se pismenost. V nadaljevanju je predstavljena družinska pismenost, ki sem ji namenila glavni poudarek. Najprej sem družinsko pismenost opredelila, nato sem govorila o tem, kako družinsko okolje vpliva na otrokov govorni razvoj, predstavila sem različne družine z različnimi pristopi, izobraževalne programe, ki spodbujajo družinsko pismenost, ter družinsko branje. Družina je okolje, ki vpliva na razvoj otrokove pismenosti od rojstva naprej, zato je potrebno, da se starši zavedamo, kaj pomeni družinska pismenost. V zadnjem poglavju sem na kratko opisala knjižno vzgojo, cilje knjižne vzgoje, otroško literaturo, izbor knjig glede na starostno stopnjo in družinske obiske knjižnic. V empiričnem delu sem ugotavljala, ali starši poznajo termin družinska pismenost, kako pogosto se starši vključujejo v vsakodnevne dejavnosti, povezane s pismenostjo, ali so prav starši tisti, ki največjo pozornost namenijo skupnemu branju in berejo skupaj z otrokom vsak dan. Vprašala sem jih tudi, ali menijo, da so dovolj seznanjeni s tem, kako pomembna je za otroka pismenost in kako lahko sami vplivajo nanjo. Za raziskovanje sem uporabila anketni vprašalnik za starše. Ugotovila sem, da večina staršev ne pozna termina družinska pismenost ter da se občasno vključujejo v vsakodnevne dejavnosti, ki so povezane s pismenostjo. Najpogosteje otroku berejo matere, večina staršev bere otroku zelo pogosto (skoraj vsak dan). Večina staršev tudi meni, da so dovolj seznanjeni s pomembnostjo pismenosti za otroka. V sklepu navajam nekaj predlogov/smernic za izboljšavo trenutnega stanja na področju družinske pismenosti v Sloveniji.

Ključne besede

knjižna vzgoja;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2016
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[J. Prepadnik]
UDK:	373.2.016:028.5(043.2)
COBISS:	11332681
Št. ogledov:	569
Št. prenosov:	79
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Family literacy in everyday life
Sekundarni povzetek:	The diploma thesis Family literacy in everyday life embraces the theoretical and the empirical part. The theoretical part embraces literacy, family literacy and book education. At first I defined literacy, perspectives of literacy and types of literacy. In connection with that I defined also the emerging literacy. In continuation, family literacy is presented; I gave the main emphasis to the latter. At first, I defined the family literacy. Then I spoke on that how the family environment influences the child’s verbal development. I presented different families with different approaches, educational programs which encourage family literacy as well as the family reading. The family is the environment that influences on the development of the child’s literacy from her birth on. Therefore, it is necessary for the parents to realize, what family literacy means. In the final chapter I briefly described book education, the objectives of the book education, children’s literature, selection of the books with regards to the age level as well as the family visits of the libraries. In the empirical part I was discovering if the parents are familiar with the expression family literacy, how often parents participate in everyday activities, connected with the literacy, if the parents are the ones who pay the greatest attention to common reading and read together with their child every day. I asked them also if they believe that they are enough acquainted with that how important is literacy for a child and how they can influence it. For the research I used survey questionnaire for the parents. I discovered that most of the parents do not know the term family literacy and that they occasionally participate in daily activities which are connected with the literacy. Mother read to the child most often. Most of the parents read to their child very often (almost every day). Most of the parents also believe that they are enough acquainted with the importance of literacy for a child. In conclusion I list a few proposals/directives for the improvement of the current condition in the field of family literacy in Slovenia.
Sekundarne ključne besede:	pre-school child;parents;literacy;predšolski otrok;starši;pismenost;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	51 str.
ID:	9227396