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Title:Poimenovanje predmetov, začetni glas in tvorjenje besed pri predšolskih otrocih
Authors:ID Dolinar, Klavdija (Author)
ID Ropič Kop, Marija (Mentor) More about this mentor... New window
Files:.pdf VS_Dolinar_Klavdija_2018.pdf (1,52 MB)
MD5: B8ECF6CE956398FDCBBAD6BB6DF42C9D
PID: 20.500.12556/dkum/6eab244b-0ac8-44c3-b37e-a2ba66969400
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V diplomskem delu z naslovom Poimenovaje predmetov, začetni glas in tvorjenje besed pri predšolskih otrocih smo v teoretičnem delu predstavili razvoj govora, faze govornega razvoja, pojma pismenost in opismenjevanje, razvoj besednega zaklada, poslušanje in glasovno zavedanje. V drugem delu, t.i. empiričnem delu, smo želeli ugotoviti napredek pri prepoznavanju začetnega glasu in napredek v besednem zakladu pri otrocih starih 4–6 let v obdobju petih mesecev. Z uporabo deskriptivne metode in metode praktičnega dela smo ugotavljali razlike pri poimenovanju sličic, poimenovanju začetnega glasu in številu tvorjenih besed na določen začetni glas (npr. sličica jež, začetni glas »j«, tvorjenje besed; jabolko, jezik …) na neslučajnostnem vzorcu otrok starih 4–6 let. Pri prepoznavanju začetnega glasu se je v večini primerov izkazalo, da otrokom ne povzroča večjih težav. Pri tvorjenju besed pa so se kazale precejšnje razlike med posamezniki. Nekaj otrok je precej izstopalo tako po številu tvorjenih besed kot tudi po tem, da so bile nekatere tvorjene besede zahtevnejše. Nekaj otrok pa je imelo pri tvorjenju besed večje težave ali pa so bile tvorjene besede predvsem imena in predmeti, ki so bili tisti trenutek v okolici. Rezultati, ki smo jih pridobili, so pokazali, da se kaže napredek med prvim in drugim preverjanjem v razvoju govora in razvoju besednega zaklada. Pri nekaterih otrocih je bil napredek večji, pri drugih pa manjši.
Keywords:govorni razvoj, opismenjevanje, pismenost, poslušanje, besedni zaklad, glasovno zavedanje, začetni glas.
Place of publishing:Maribor
Publisher:[K. Dolinar]
Year of publishing:2018
PID:20.500.12556/DKUM-69992 New window
UDC:373.2:159.946.3(043.2)
COBISS.SI-ID:23799304 New window
NUK URN:URN:SI:UM:DK:WF2QGW0C
Publication date in DKUM:23.04.2018
Views:1881
Downloads:280
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:24.03.2018

Secondary language

Language:English
Title:Object discription, intial voice and word formation with pre-school children
Abstract:In the theoretical part of my diploma with the title Object description, initial voice and word formation with pre-school children we talk about speech development, the phases of speech development, the terms ‘literacy’ and ‘literacy activities’, the development of vocabulary, listening and sound awareness. In the second, empirical part we wanted to establish the progress of recognizing the initial sound and the progress in vocabulary of children between the ages of four and six in a period of five months. By using the descriptive and the practical methods we established differences in naming pictures, naming the initial sound and the number of produced words starting with a specific initial sound (for example: a picture of a hedgehog, the initial sound h, produced words: hat, helmet, house etc.) in a non-coincidental sample of children between the ages of four and six. Most children didn’t have any bigger problems recognizing initial sounds. On the other hand, in producing words there were significant differences among children. Some children stood out in the number of produced words as well as in producing more sophisticated words. Some children had bigger problems producing words or the produced words were mostly names and objects in the vicinity. The results showed progress between the first and second check regarding speech and vocabulary development. The progress was bigger in some children and smaller in others.
Keywords:speech development, literacy activities, literacy, listening, vocabulary, sound awareness, initial sound.


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