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Title:Začetno branje v predšolskem obdobju
Authors:ID Krajnc, Tjaša (Author)
ID Ropič Kop, Marija (Mentor) More about this mentor... New window
Files:.pdf VS_Krajnc_Tjasa_2017.pdf (882,36 KB)
MD5: B9AF03F2BB97DEC8B5C9EAED3D63AA45
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Otrokova pismenost se pričenja razvijati pred vstopom v šolo s pomočjo bralnih in pisnih vzorcev. Takšni vzorci otroku pripomorejo pri doživljanju okolja in ga seznanijo s socialno interakcijo odraslih. Otrokove izkušnje, ki se pojavljajo že ob rojstvu imajo pomembno vlogo pri razvoju pismenosti. Predhodne izkušnje pripomorejo k otrokovemu razvijanju bralnih in pisnih spretnosti. Starši in vzgojitelji, ki skrbijo za otroka, so njegovi prvi učitelji in tudi prvi zgled. Učijo ga govoriti v različnih okoliščinah, in mu dajati zgled ter kako in za kaj uporabiti pismenost. Začetek razvoja otrokove pismenosti poteka predvsem spontano in ob vsakodnevnih dogodkih. Ko otrok prepozna prve črke ali znane besede, pravimo, da pismenost postopoma narašča. Namen empiričnega dela je bil raziskati in ugotoviti kakšno predznanje imajo otroci, ki so tik pred vstopom v šolo, na področju začetnega branja. Zanimalo nas je, ali otroci prepoznajo, kaj prikazujejo sličice, ali prepoznajo črke abecede, znajo besedam določiti začetni in končni glas, poiskati sopomenki, brati besede in razumeti krajše besedilo. Rezultate smo vnašali v tabele in jih tudi interpretirali.
Keywords:pismenost, razvoj pismenosti, komunikacijske dejavnosti, dejavniki začetnega opismenjevanja, prepoznavanje sličic, začetni in končni glas besed, iskanje sopomenki, prepoznavanje črk, branje besed, razumevanje neumetnostnega besedila.
Place of publishing:Maribor
Publisher:[T. Krajnc]
Year of publishing:2017
PID:20.500.12556/DKUM-66077 New window
UDC:373.2:159.946.3(043.2)
COBISS.SI-ID:23234312 New window
NUK URN:URN:SI:UM:DK:G5JWQMBY
Publication date in DKUM:19.07.2017
Views:1877
Downloads:185
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:Early reading skills in preschool children
Abstract:The development of child’s literacy already begins prior to the formal education by various reading and writing patterns, which help him to learn about the world, and enable him social interaction with the adults. The greatest role for the child’s development lies in the family. The development of literacy is influenced by child’s experiences, which emerge from the birth onwards. Previous experiences contribute to child’s development of reading and writing skills. Parents and teachers, who take care of a child, are his first teachers and also the first example. They teach him to speak on different occasions, connected with literacy, and give him an example how and what for literacy should be used. The beginning of the development of child’s literacy mostly takes place spontaneously and along everyday events. When a child identifies the first letters, we say that literacy is slowly emerging. The main purpose of the empirical part was to research and ascertain what previous knowledge is possessed in the field of initial reading by those children who find themselves on the verge of entering school. We were curious, whether children identify what pictures show, whether they identify the letters, whether they can determine the starting and final sounds of words, whether they can search for synonyms, read the words and understand a shorter text. We entered the results into the tables and also interpreted them.
Keywords:literacy, development of literacy, communication activities, factors of initial literacy, identifying pictures, starting and final sounds of words, searching synonyms, identifying letters, reading words, understanding of non-literally texts.


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