Spremljanje napredka predšolskih otrok pri spontanem pisanju in pisanju po nareku

Škrobar, Anja

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Title:	Spremljanje napredka predšolskih otrok pri spontanem pisanju in pisanju po nareku
Authors:	ID Škrobar, Anja (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	VS_Skrobar_Anja_2019.pdf (2,01 MB) MD5: 4CB09D3FE5931A6D542836838DA0B634 PID: 20.500.12556/dkum/a7fdaa8b-19f6-456e-9a3c-98495baac441
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Pisanje je poleg poslušanja, govorjenja in branja ena od komunikacijskih sposobnosti. Gre za spretnost, ki se ob pozitivnem vplivu okolja pojavi spontano. V predšolskem obdobju otroci skozi različne razvojne stopnje pisanja razvijajo predpisalne zmožnosti za poznejše učenje pisanja v prvih razredih osnovne šole. Opismenjevanje ne predstavlja zgolj učenja branja in pisanja, temveč k temu sodi še razvijanje tistih sposobnosti in spretnosti, ki do tega pripeljejo. Opismenjevanje torej ni vezano le na formalno izobraževanje, ampak se začenja že v predšolskem obdobju. V teoretičnem delu so predstavljene tri komunikacijske sposobnosti, ki se pojavljajo v predšolskem obdobju (govorjenje, pisanje in poslušanje). Podrobno je predstavljeno pisanje, opredeljene so stopnje pisanja, spontano pisanje in pisanje po nareku. Eno poglavje je namenjeno tudi opismenjevanju, znotraj katerega so opisane predopismenjevalne spretnosti ter metode opismenjevanja. V empiričnem delu so predstavljeni in interpretirani rezultati vseh treh preverjanj za posameznega otroka. Namen raziskave je bil ugotoviti, ali obstaja napredek pri pisanju predšolskih otrok v različnih časovnih obdobjih. Podatki so zbrani s kvantitativno tehniko, in sicer s strukturiranim opazovanjem. Na treh preverjanjih, ki so potekala v razmaku treh mesecev, so bile opazovane spontano zapisane besede, pri drugem delu se je otrokom narekovalo vnaprej določene besede ter opazovalo njihov zapis. Ugotovljen je napredek med posameznimi preverjanji, in sicer pri spontanem pisanju in tudi pri pisanju po nareku.
Keywords:	pisanje, spontano pisanje, pisanje po nareku, opismenjevanje, napredek
Place of publishing:	Maribor
Publisher:	[A. Škrobar]
Year of publishing:	2019
PID:	20.500.12556/DKUM-75078
UDC:	373.2:808.25 (043.2)
COBISS.SI-ID:	24923656
NUK URN:	URN:SI:UM:DK:UBJNIDLS
Publication date in DKUM:	22.11.2019
Views:	1264
Downloads:	169
Metadata:
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:	19.09.2019

Secondary language

Language:	English
Title:	Following the progress at teh pre-school children when writing spontaneously and writing according to a dictation
Abstract:	Writing is besides listening, talking and reading one of the main communication capabilities. Writing is a skill that can appear spontaneously in a positive environment. In a pre-school period children can develop different pre-writing technics for subsequent learning of writing in first three classes of primary school. Literacy skills are not only learning to read and write but also those capabilities that leads to that. Literacy skills are not gained only with formal education but are starting to develop already in a pre-school period. In a theoretical part of my diploma paper they are introduced three communication capabilities which appear in a pre-school period (talking, writing and listening). It is precisely introduced writing, they are defined levels of writing, spontaneously writing and writing according to a dictation. In one chapter they are introduced also literacy skills, which are pre-school literacy skills and methods of literacy skills. In an empirical part of my diploma paper they are introduced the results of three testing for each child. The purpose of this research was to find out whether there is a progress in writing of pre-school children in different time period. The results were analyzed with quantitative technics namely with structured observation. Those three testing were proceeding in an interval of three months and there we observed spontaneously written words, at the other part we dictated to children in advanced determined words and we observed their writings. There was established progress between testing namely at the spontaneously writing and at the writing according to a dictation.
Keywords:	writing, spontaneously writing, writing according to a dictation, literacy skills, progress

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