20.500.12556/DKUM-58070 STRATEGIJE ZA RAZVOJ GOVORA PRI NAJMLAJŠIH OTROCIH STRATEGIES FOR SPEECH DEVELOPMENT IN EARLY CHILDHOOD Magistrsko delo je namenjeno področju strategij za razvoj govora pri najmlajših otrocih. Teoretični del zajema kronološki prikaz, predjezikovno fazo ter dejavnike otrokovega govornega razvoja. Izpostavljen je vpliv zgodnje obravnave kot preventivne dejavnosti, razvoj govora kot napovednik pismenosti, vlogo staršev in vrtca pri razvoju govora. Predstavljen je nabor strategij, s katerimi lahko spodbujamo otrokov celostni razvoj, predvsem pa razvoj govora in gibanja ter socialni razvoj. Natančneje so opredeljeni kriteriji za opazovanje otrok v starostnih skupinah 1–2 let. V empiričnem delu smo v vrtcu opazovali odzivanje 30 otrok, starih od 11–24 mesecev. S študijo primera smo raziskali njihovo bebljanje, interakcijo z odraslo osebo, igro z vrstniki ter motoriko, pri čemer smo preverili vlogo spola in starosti otroka ter izobrazbo staršev. S statistično obdelavo podatkov se je izkazalo, da razlika v ravni bebljanja glede na spol in izobrazbo staršev ni značilna. Podatki kažejo pomembno razliko v ravni bebljanja ter ravni interakcije z odraslo osebe glede na starost, medtem ko to ne drži za raven igre z vrstniki. Raven motorika, ki je bilo največkrat po postavkah opaženo področje, se v nasprotju s pričakovanji ne razlikuje glede na spol in starost. Izobrazba staršev na opazovana področja ne vpliva pomembno, čeprav aritmetične sredine kažejo, da so otroci staršev s srednješolsko izobrazbo pri vseh štirih postavkah dosegali višje ravni kot otroci staršev z najvišjo stopnjo izobrazbe. The thesis speaks of the strategies for speech development in early childhood. The theoretical part consists of the chronological order, pre-linguistic phase and factors of child’s speech development. Emphasis was put on the influence of early treatment as preventive activity, speech development as an indicator of literacy, and the role of parents and kindergarten when it comes to speech development. A list of strategies was introduced that can be used to encourage a child’s coherent development; above all the speech development, development of motor skills and social development. The criteria for observation of children, aged from 1 to 2 years were described in detail also. The observation of 30 preschool children, aged from 11 to 24 months is represented in the empirical part. Main point was put on their babbling, interaction with adults, playing with their peers and motor skills. The role of child’s gender, age and parent’s education was verified here. The statistic data processing proved no typical difference in the level of babbling with regard to child’s gender and parent’s education. According to the data there is an important discrepancy in the level of babbling and interaction with adults with regard to gender, whereas this does not apply for the level of playing with peers. Contrary to our expectations, motor skills were according to headings the most frequently observed field, but they show no difference with regard to gender and age. The parent’s education has no important effect on the observed fields, even though arithmetic means indicate that children of parents with high-school education achieve higher levels than the children of parents with the highest levels of education. Razvoj govora zgodnja obravnava vloga staršev vloga vrtca strategije za razvoj govora. Speech developement early intervention role of parents role of kindergarten strategies for speech developement. true true false [A. Zupanc] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2016-04-06 00:04:52 2016-05-27 14:56:33 2022-06-16 03:06:45 2019-07-11 10:27:33 2016 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.946.3-053.4(043.2) 22218504 URN:SI:UM:DK:0X57HQ3F MAG_Zupanc_Anita_2016.pdf MAG_Zupanc_Anita_2016.pdf 1 B2E89E8ED88A4878F84A2979ACD85F44 6b1352f411518d1fee8fe0f32f870565144de29dff5f041ea55807a5fccc4ec6 075997ab-7c0c-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=88049 Pedagoška fakulteta 0 0 0