20.500.12556/DKUM-90848 Zmožnost zaznavanja začetnega in končnega glasu v besedi ter glaskovanja besed pri 5 in 6 letnikih diplomsko delo The importance of initial and final speech sounds in 5-6 years old children Govor v življenju vsakega posameznika predstavlja način komuniciranja z ostalimi osebami. S pomočjo govora se naučimo izražati svoje želje, potrebe, ideje. V zgodnjem otroštvu otrok začne zaznavati glasove, ki jih kasneje lahko razločuje in razčlenjuje. To sposobnost razlikovanja glasov imenujemo glasovno zavedanje. Pri razvoju zaznavanja določenih glasov ima ključno vlogo sposobnost poslušanja. Otrok se že v predšolskem obdobju srečuje z rimami. Vzgojiteljice otroke tekom pedagoškega procesa seznanijo s členjenjem stavkov na besede in postopoma preidejo na členjenje besed na zloge/glasove v besedah. Glasovno zavedanje se močno povezuje z razvojem pisanja in branja. Naloga vzgojiteljic in staršev je, da otroku ponudijo čim več priložnosti za izboljšanje glasovnega zavedanja, saj je otrok v nasprotnem primeru manj uspešen na področju opismenjevanja. V naši raziskavi nas je zanimal napredek otrok med začetnim in končnim preverjanjem, kjer smo preverili zmožnost zaznavanja glasovnega zavedanja pri pet- in šest-letnikih, in sicer v poimenovanju sličice, določitvi začetnega in končnega glasu v besedi ter tvorjenju novih besed na določen začetni/končni glas. Obe preverjanji smo izvedli z razmikom treh mesecev. V vmesnem obdobju smo izvajali dejavnosti za spodbujanje glasovnega zavedanja. Rezultati otrok so pokazali očiten napredek v razvoju glasovnega zavedanja, pri nekaterih smo zabeležili izrazitejši napredek kot pri drugih. Speech is a crucial means of communication for every individual. We learn to express our desires, needs, and ideas through speech. In early childhood, a child begins to perceive specific sounds, which s/he later learns to distinguish and analyse. This ability to differentiate sounds is called phonological awareness. The ability to listen plays a crucial role in developing the perception of specific sounds. During the preschool period, children are already exposed to rhymes, which represent a level of phonological awareness. Kindergarten teachers introduce children to segmenting sentences into words and gradually move on to recognising specific sounds or syllables within words. Phonological awareness is closely connected to the development of writing and reading skills. It is the kindergarten teachers’ and parents’ responsibility to provide children with as many opportunities as possible to enhance their phonological awareness, otherwise the child willl be less successful in literacy development. In our study, we were interested in children's progress between the initial and final assessments, where we examined the ability to perceive phonemic awareness in five- and six-year-olds. Specifically, we assessed their ability to name a picture, identify a word's initial and final sound, and create new words based on a given initial/final sound. The two assessments were conducted three months apart. During the interim period, we carried out activities to promote phonological awareness. The children's results showed a clear improvement in the development of phonological awareness, with some showing more significant progress than others. govor glasovno zavedanje začetno in končno preverjanje začetni glas končni glas speech phonological awareness verification initial sound final sound true true false [A. Hren] Slovenski jezik Angleški jezik Diplomsko delo/naloga 2024-09-28 15:55:10 2025-02-21 10:02:05 2025-02-22 03:12:32 0000-00-00 00:00:00 2024 0 Maribor 0 Maribor X, 76 str., [2] str. pril. 0000-00-00 NiDoloceno Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2:159.946.3(043.2) 226942723 VS_Hren_Ana_2024.pdf VS_Hren_Ana_2024.pdf 1 C7701C31CC86A517AC541322B18C7609 863dbda507cf37c12240884cdc78c688fe3c62549de85b0cc5ded07483018561 cc1c1a98-8263-11ef-9b6b-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=186250 Pedagoška fakulteta 0 0 0