20.500.12556/DKUM-87807 Poslušanje zvokov in glasov v predšolskem obdobju diplomsko delo Listening to sounds and voices in the preschool period Namen diplomske naloge je raziskati področje poslušanja v predšolskem obdobju in opredeliti pomembnost dejavnosti, ki spodbujajo razvijanje poslušanja. Želeli smo raziskati, katere tematike otroci slušno prepoznavajo bolje in katere slabše. Naš cilj je tudi ozavestiti o pomembnosti poslušanja za pozitiven razvoj otroka. V teoretičnem delu diplomske naloge smo najprej opredelili predjezikovno fazo govornega razvoja, saj se razvoj le-te prepleta s poslušanjem. Kasneje smo se poglobili v najbolj uporabljeno komunikacijsko dejavnost – poslušanje. Opredelili smo njen razvoj in vrste. Prav tako smo preučili, kako naj poteka priprava na poslušanje. V empiričnem delu smo analizirali rezultate, katere smo pridobili v obdobju štirih obiskov v izbranem vrtcu, v mesecu aprilu 2022. V raziskovalni vzorec je bilo vključenih 24 otrok, starih 5–6 let. Poglobili smo se v ožje sklope (živalski glasovi, zvoki vozil, zvoki iz okolja, zvoki instrumentov), s katerimi smo ugotavljali, katere glasove oziroma zvoke otroci prepoznajo in katere ne. S pomočjo raziskovanja smo ovrednotili in analizirali pomembnost poslušanja. Rezultati preverjanj so pokazali, da so otroci najbolje prepoznavali živalske glasove, največ napačnih odgovor pa so podali pri prepoznavanju zvokov instrumentov. The aim of this thesis is to explore the field of listening in the preschool years and to identify the importance of activities that promote the development of listening. We wanted to research which topics children identify better and which topics they identify less well. We also aim to raise awareness of the importance of listening for positive child development. In the theoretical part of the thesis, we first defined the pre-linguistic phase of speech development, as this phase is intertwined with listening. Later, we explored the most widely used communicative activity - listening. We defined its development and types. We also looked at the process of preparing for listening. In the empirical part, we analysed the results obtained during four visits to the selected kindergarten in April 2022. The research sample consisted of 24 children aged 5-6 years. We looked at specific narrower sets of sounds (animal sounds, vehicle sounds, environmental sounds, instrument sounds) to see which voices or sounds children recognise and which they don't. We used research to evaluate and analyse the importance of listening. The results of the tests showed that children were best at recognising animal sounds, while the most incorrect answers were given when recognising instrument sounds. poslušanje sluh razvijanje poslušanja vrste poslušanja zvoki in glasovi listening hearing development of listening types of listening sounds and voices true true false [M. Horvat] Slovenski jezik Angleški jezik Diplomsko delo/naloga 2024-03-29 08:35:19 2024-05-07 10:12:33 2024-05-08 03:18:29 0000-00-00 00:00:00 2024 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 54 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2:159.932(043.2) 194572547 VS_Horvat_Mateja_2024.pdf VS_Horvat_Mateja_2024.pdf 1 08EC7EE328837F8B9DB0754E28B3676C bd1b1774e1ad764ede932d82409b988b73e92012cbb992165bb1c776099c5c78 d042c51c-eda4-11ee-9759-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=177600 Pedagoška fakulteta 0 0 0