POVEZANOST BESEDIŠČA IN FONOLOŠKEGA ZAVEDANJA OB VSTOPU V ŠOLO

Gjura, Valentina

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Title:	POVEZANOST BESEDIŠČA IN FONOLOŠKEGA ZAVEDANJA OB VSTOPU V ŠOLO
Authors:	ID Gjura, Valentina (Author) ID Globačnik, Bojana (Mentor) More about this mentor...
Files:	MAG_Gjura_Valentina_2015.pdf (2,88 MB) MD5: 5E5E9451819D52E8E6503E61A9DDEAE5
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Človek se nauči govora preko posnemanja oseb iz svoje okolice. Fonološki razvoj obsega področje sposobnosti povezovanja glasov (fonemov) s črko in tudi razumevanje, kako je posamezna beseda ali celoten govor sestavljen. Besedišče otrok se povečuje z vplivom okolja in s tem, da beseda začne pomeniti vsak predmet, ki ima skupne lastnosti v neki skupini predmetov. Namen praktičnega zaključnega dela je bil ugotoviti, ali obstaja povezanost obsega besedišča in fonološkega zavedanja predšolskih otrok ob vstopu v šolo. Predmet raziskovanja je bil, ali obstaja razlika v razvitosti besednega zaklada glede na starost. Drugi cilj je bil oblikovati nekaj nasvetov in iger za starše, vzgojitelje pri delu z otroki pred vstopom v šolo, pri katerih zaznavamo težave na področju govora. Z raziskavo je bilo ugotovljeno, da imajo v povprečju kronološko mlajši otroci na področju fonološkega zavedanja več težav kot starejši. Največ težav fonološkega zavedanja sta jim predstavljala zaznavanje inicialnega ter finalnega glasu. Tudi za starejšo skupino otrok je bil finalni glas nižje ocenjen. Raziskava je pokazala, da je več kot polovica otrok iz obeh starostnih skupin sliko opisovalo v posameznih besedah in da so zato potrebovali veliko motivacije. Nekaj otrok kljub dodatni motivaciji ni tvorilo stavkov. Pomembnih razlik med starejšimi in mlajšimi otroci pri opisovanju slike ni bilo. Skozi empirično raziskavo je bilo ugotovljeno, da otroci, ki nimajo težav s fonološkim zavedanjem, jih posledično nimajo tudi pri besedišču. Besedišče tistih, ki imajo govorne težave in katerih govor je slab in nerazumljiv, je skromno.
Keywords:	Govor, fonološko zavedanje, besedišče
Place of publishing:	Maribor
Publisher:	[V. Gjura]
Year of publishing:	2015
PID:	20.500.12556/DKUM-55525
UDC:	81'23:81'342.2-053.4(043.2)
COBISS.SI-ID:	21818632
NUK URN:	URN:SI:UM:DK:87COFQGO
Publication date in DKUM:	22.12.2015
Views:	2172
Downloads:	364
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	CORRELATION BETWEEN VOCABULARY AND PHONOLOGICAL AWARENESS AT SCHOOL STARTING AGE
Abstract:	Humans learn how to speak by imitating people from their environment. Phonological development includes the skill of connecting sounds (phonemes) with letters and the understanding of how a single word or a whole speech is composed. A child's vocabulary grows with the impact of the environment and with the fact that each word represents an object with common characteristics within a group of objects. The purpose of the practical part of this thesis was to establish if there is a connection between the vocabulary range and phonological awareness of pre-school children upon entering school. The subject of research refers to potential differences in the developed vocabulary in relation to age. The second goal of this thesis was to advise and prepare games for parents and teachers working with pre-school children, who were determined to have speech-related problems. The research shows that, on average, the chronologically younger children have more problems in the field of phonological awareness than older children. Most of the phonological awareness-related problems have been determined in detection of initial and final voice. Even in the group of older children the final voice was lower rated. According to our research over a half of the children from both age groups described pictures with single words and thereby required a lot of motivation. In spite of being motivated, some of the children were unable to build sentences. In relation to describing pictures there were no significant differences between older and younger children. The empirical research determined that children, who show no phonological awareness-related issues also, have no problems with vocabulary, while the vocabulary of children with speech problems and children, who speak poorly and incomprehensibly, turned out to be moderate.
Keywords:	Speech, phonological awareness, vocabulary

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