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Title:OTROKOV GOVORNI RAZVOJ IN ZGODNJE UČENJE TUJEGA JEZIKA V PREDŠOLSKEM OBDOBJU - IZKUŠNJE VRTCA GORIŠNICA
Authors:ID Maltarič, Nuša (Author)
ID Erženičnik-Pačnik, Marjana (Mentor) More about this mentor... New window
Files:.pdf VS_Maltaric_Nusa_2010.pdf (22,72 MB)
MD5: 063DB257DD641CFE60C49481F4A831FE
PID: 20.500.12556/dkum/1b2cf80f-153b-4c47-a93f-1343d8f582dc
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:Otrokov govorni razvoj v prvih mesecih in tudi letih življenja je pomemben za njegovo kasnejšo govorno kompetentnost in tudi za njegovo socializacijo. V teoretičnem delu diplomske naloge so predstavljene teorije govornega razvoja, dejavniki govornega razvoja ter dejavnosti za spodbujanje govornega razvoja. Glede na to, da je predšolski otrok izredno elastičen in sugestibilen, postaja v predšolskem obdobju poučevanje tujega jezika vse pogostejše, zato sem v drugem delu predstavila prednosti in slabosti poučevanja tujega jezika v predšolskem obdobju, pregled stanja poučevanja tujega jezika v Evropi in drugod po svetu in izkušnje poučevanja tujega jezika/angleščine v vrtcu Gorišnica. V empiričnem delu diplomske naloge nas je zanimal besedni zaklad otrok vrtca Gorišnica v materinščini in v tujem jeziku/angleščini. Osredotočili smo se na to, kakšen je besedni zaklad otrok, ki obiskujejo angleške urice prvo, drugo in tretje leto; ali imajo otroci drugega razreda osnovne šole Gorišnica, ki so v vrtcu obiskovali urice tujega jezika — angleščina, bolje razviti besedni zaklad v materinščini in tujem jeziku od otrok, ki te možnosti v predšolskem obdobju niso imeli. Ugotavljamo tudi, kakšne so razlike med starši in vzgojitelji o mnenju poučevanja tujega jezika v predšolskem obdobju, kakšne so po njihovem prednosti in kakšne so slabosti poučevanja tujega/drugega jezika ter katera starost se jim zdi primerna za poučevanje tujega jezika. V empiričnem delu sta bili uporabljeni deskriptivna in kavzalna neekspirimentalna metoda empiričnega pedagoškega raziskovanja. V raziskovalni vzorec so bile zajete vzgojiteljice s štajerskega območja in starši otrok vrtca Gorišnica pri OŠ. Podatki so bili zbrani s pomočjo anketnega vprašalnika z vprašanji odprtega in zaprtega tipa. Zbrani podatki so podani v tabelah. Analiza rezultatov je pokazala, da večji delež staršev navaja kot primerno obdobje za začetek poučevanja tujega jezika od 3. leta dalje, vzgojiteljice pa menijo, da je primerno začeti s poučevanjem tujega jezika od 4. leta dalje. Prav tako so starši v večjem odstotku mnenja, da bi moral tuji jezik postati del kurikula in da bi morale strokovne delavke za poučevanje tujega jezika v vrtcu pridobiti dodatno strokovno znanje. Pri analizi dobljenih rezultatov smo ugotovili, da imajo deklice bolje razviti besedni zaklad od dečkov tako materinščini kot tudi v tujem jeziku. Otroci, ki obiskujejo angleške urice tretje leto, oblikujejo stavke v tujem jeziku. Otroci, ki so v vrtcu obiskovali angleščino, so v povprečju poimenovali več živali od tistih, ki angleščine v vrtcu niso imeli, vendar pa je njihovo znanje oziroma poimenovanje živali v tujem jeziku kljub temu neprimerljivo z otroki iz vrtca Gorišnica.
Keywords:predšolski otrok, razvoj govora, poučevanje tujega jezika v predšolskem obdobju, besedni zaklad.
Place of publishing:Maribor
Publisher:[N. Maltarič]
Year of publishing:2010
PID:20.500.12556/DKUM-14594 New window
UDC:373.2(043.2)
COBISS.SI-ID:17769992 New window
NUK URN:URN:SI:UM:DK:UHEAKRWD
Publication date in DKUM:14.07.2010
Views:6906
Downloads:1192
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:CHILD'S SPEECH DEVELOPMENT AND EARLY FOREIGN LANGUAGE TEACHING IN PRESCHOOL - EXPERIENCE IN THE GORIŠNICA KINDERGARTEN
Abstract:Child's speech development in the first months and also first years of life is important for his later speech competency and also for his socialization. The theoretical part represents theories of speech development, factors of speech development and activities to promote it. In the view of the fact that the pre-school child is extremely flexible and teaching foreign language in this period is becoming more common, I introduced in the second part some advantages and disadvantages of such practice, reviewed situation in Europe and elsewhere and experience of teaching English in the Gorišnica kindergarten. The empirical part of the thesis discusses the English and Slovenian vocabulary of the children attending the Gorišnica kindergarten. We examined the vocabulary of children attending the English hours for the first, second and third year; we examined whether the children in the second grade of the primary school Gorišnica who attended English hours in the kindergarten have better developed vocabulary in mother tongue and foreign language than the children who did not have this chance in the pre-school period. We report the differences in opinions between parents and pre-school teachers on teaching second language in the pre-school period, what are disadvantages and advantages and which age is according to their opinion suitable for teaching second language. The descriptive and causative non-experimental method of empirical pedagogical research were used in the empirical part. The sample included pre-school teachers from the east part of Slovenia and parents of the children attending the Gorišnica kindergarten. The data were collected by means of questionnaire with the open and close type questions. The data are displayed in the tables. The analysis has shown that most parents see the most appropriate age to start the second language the age of 3, and the teachers think this age should be 4. Higher percentage of parents are of the opinion that the second language should be a part of the curriculum and that the teachers should gain new knowledge to teach a foreign language in the kindergarten. The analysis has also shown that the girls have a higher developed vocabulary than boys in mother tongue and as well as in English. Children, who have been attending English hours for the third year, form sentences in the foreign language. The children who attended English in the kindergarten have on general named more animals than those who did not learn English in the kindergarten; however their knowledge or naming the animals in foreign language cannot be compared to the knowledge of children from the Gorišnica kindergarten which is much better.
Keywords:pre-school child, speech development, teaching foreign language in the pre-school period, vocabulary


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