Razvoj besedišča pri otrocih v predšolskem obdobju

Lamovšek, Maja

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Title:	Razvoj besedišča pri otrocih v predšolskem obdobju
Authors:	ID Lamovšek, Maja (Author) ID Unuk, Drago (Mentor) More about this mentor...
Files:	MAG_Lamovsek_Maja_2019.pdf (2,11 MB) MD5: 87937A66EBAC22F09B76A43361AE5E08 PID: 20.500.12556/dkum/ee7b4e85-42e0-4637-b659-0ecd95e2ce38
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	V magistrskem delu z naslovom Razvoj besedišča pri otrocih v predšolskem obdobju se je raziskovalo eno od temeljnih človeških dejavnosti – komuniciranje oz. sporazumevanje. Sporazumevanje je besedno in nebesedno, obeh se učimo na naraven način v okolju skozi proces učenja od najzgodnejšega otroštva. V delu se je raziskovalo razvoj besedišča pri predšolskih otrocih. Napredek pri razvoju besedišča je najbolj silovit ravno v predšolskem obdobju, prav zato so bili ciljna skupina raziskave otroci, ki so še na začetku usvajanja besed. V teoretičnem delu so opredeljeni stopnje jezikovnega razvoja, razvoj besedišča pri otrocih v maternem jeziku, dejavniki pri razvoju besedišča in jezikovne težave. Ker je magistrsko delo osredotočeno predvsem na raziskovanje razvoja besedišča, sta opredeljena tudi slikovni besedni test in mentalni slovar; pojma sta pomembno vplivala na zasnovo empiričnega dela. Cilj magistrskega dela je bil ugotoviti število pridobljenih oziroma usvojenih besed v predšolskem obdobju. Raziskava se je osredotočila na količinske in kakovostne razlike v besedišču otrok. V empiričnem delu sta bili uporabljeni deskriptivna in kavzalna eksperimentalna metoda pedagoškega raziskovanja. Podatki so bili zbrani s pomočjo kvantitativne tehnike, s preizkusom slikovnega besednega testa. Test je bil narejen samostojno po predlogi Peabody picture vocabulary test (2007), vendar brez standardizacije, ki je bila prvotno narejena v ZDA. Raziskava se je osredotočila na tri raziskovalna vprašanja in pet hipotez, s pomočjo testiranja predšolskih otrok v vrtcu pa se je potrdilo avtoričina predvidevanja. Ugotavljalo se je, ali obstajajo razlike med količino in kakovostjo besedišča pri posameznih predšolskih otrocih, kako se kakovost besedišča spreminja s starostjo in ali imajo otroci v isti starostni vrtčevski skupini sorazmerno enak besedni fond. Vse rezultate se je prikazalo v preglednih grafih in analiziralo posamezne segmente raziskave. Ugotovljeno je bilo, da obstajajo razlike med količino in kakovostjo besedišča pri posameznikih. S pomočjo grafa se je razjasnilo, da število kakovosti besedišča sorazmerno narašča s starostjo otroka. Potrjena je bila tudi hipoteza, da se posamezniki v svojih skupinah ne razlikujejo preveč, kvečjemu lahko pride samo do izjem, te pa so bile v danem primeru redke. Pri testiranju otrok se je ugotovilo, da se obseg in kakovost besedišča res večata s starostjo otroka. Skozi raziskavo se je tudi pravilno ugotovilo, da je otrokovo besedišče stopenjsko − prvi korak je prepoznavanje besede, drugi razumevanje besede, tretji pa aktivna uporaba.
Keywords:	predšolski otroci, jezikovni razvoj, mentalni slovar, razvoj besedišča, slikovni besedni test.
Place of publishing:	Maribor
Publisher:	[M. Lamovšek]
Year of publishing:	2019
PID:	20.500.12556/DKUM-73379
UDC:	811.163.6\'27:373.2(043.2)
COBISS.SI-ID:	24511240
NUK URN:	URN:SI:UM:DK:W1HQEN7J
Publication date in DKUM:	08.05.2019
Views:	2603
Downloads:	400
Metadata:
Categories:	FF
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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:	02.04.2019

Secondary language

Language:	English
Title:	Children`s vocabulary development in preschool period
Abstract:	In the master's thesis entitled Children`s vocabulary development in preschool period, we have investigated one of the basic human activities - communication. Communication is verbal and non-verbal, both of which we are taught in a natural way, in the environment, through the learning process from the earliest childhood. We studied the development of vocabulary in pre-school children. Progress in the vocabulary development is the strongest precisely in the pre-school period, and that is why our target group was children, who are still at the beginning of learning the words. The theoretical part of master’s thesis defines the stages of language development, children’s vocabulary development in their mother tongue, the factors in the vocabulary development and language problems. Since the Master's thesis focuses primarily on the research of the vocabulary development, we also defined a visual word test and a mental dictionary; concepts have significantly influenced on the design of the empirical part. The aim of the master's thesis is to determine the number of acquired or adopted words in the pre-school period. We focused on the quantitative and qualitative differences in children's vocabulary. In the empirical part we used the descriptive and causal experimental method of pedagogical research. Data was collected using a quantitative technique, using a word verb test. The test is made independently by the Peabody picture vocabulary test (2007), but without the standardization that was originally made in the US. In the study, we focused on three research questions and five hypotheses and confirmed our assumptions by testing pre-school children in kindergarten. We wondered whether there are differences between the quantity and the quality of the vocabulary in individual pre-school children, how the quality of the vocabulary varies with age, and whether children in the same kindergarten have a relatively equal word fond. We presented all the results in a transparent graph and analyzed the individual segments of the research. We have found that there are differences between the quantity and quality of vocabulary in individuals. Using the graph, we made it clear that the number of vocabulary quality increases proportionally with the age of the child. We also confirmed the hypothesis that individuals do not differ too much in their groups; there can only be exceptions, which in our case were rare. When we tested children, we found that the volume and quality of the vocabulary actually increase with the age of the child. Through the research, we also correctly concluded that the child's vocabulary is step-by-step - the first step is recognition of the word, second step is understanding of the word and the third step is active use.
Keywords:	pre-school children, language development, mental dictionary, vocabulary development, image word test.

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