Vpliv didaktičnih iger na zlogovanje pri predšolskih otrocih

Herega, Iza

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Title:	Vpliv didaktičnih iger na zlogovanje pri predšolskih otrocih
Authors:	ID Herega, Iza (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	VS_Herega_Iza_2019.pdf (3,13 MB) MD5: BCB785495DDBD42E54215C6DBC02A67C PID: 20.500.12556/dkum/9fd1f28b-c2f9-4961-8ad6-cc2e9e9bb96d
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Poznamo več komunikacijskih sposobnosti, brez katerih bi komuniciranje težko potekalo. Osredotočili smo se predvsem na poslušanje, prvo dejavnost, s katero se otrok sreča takoj po rojstvu in ki je hkrati zelo pomembna za pridobivanje znanja. Z njim se uči maternega jezika pa tudi branja in pisanja. Za opismenjevanje je zelo pomembno glasovno zavedanje, ki ga je treba razvijati predvsem v predšolskem obdobju. Avtorji menijo, da na razvoj glasovnega zavedanja zraven vaje in trajanja pozitivno vplivajo tudi didaktične igre, zato smo z raziskavo želeli ugotoviti, ali to drži tudi v praksi. Ugotavljali smo torej, ali didaktične igre vplivajo na zlogovanje pri predšolskih otrocih. V empiričnem delu smo predstavili in interpretirali individualne rezultate vsakega posameznika. Namen raziskave je bil ugotoviti, ali didaktične igre pozitivno vplivajo na zlogovanje pri predšolskih otrocih. Raziskava je temeljila na neslučajnostnem, konkretnem vzorcu 20 predšolskih otrok. Sodelovalo je 12 dečkov in 8 deklic, starih 4–5 let. Rezultate smo pridobili s pomočjo dveh preverjanj, ki sta potekali v razmaku petih mesecev, in sicer tako, da smo predhodno po težavnosti pripravili dvanajst sličic, ki so jih morali nato po enakem zaporedju pravilno poimenovati in nato zlogovati. Med obema preverjanjema so imeli v skupini na voljo tri avtorske didaktične igre. Podatke smo zbrali s kvantitativno tehniko, in sicer s strukturiranim opazovanjem. Rezultate vsakega posameznika smo sproti zapisovali v tabelo. Rezultati so se pri končnem preverjanju izboljšali. Didaktične igre torej pozitivno vplivajo na zlogovanje pri predšolskih otrocih.
Keywords:	predšolski otrok, didaktične igre, zlogovanje
Place of publishing:	Maribor
Publisher:	[I. Herega]
Year of publishing:	2019
PID:	20.500.12556/DKUM-75091
UDC:	37.015.31:373.2(043.2)
COBISS.SI-ID:	24924168
NUK URN:	URN:SI:UM:DK:HWWUONHE
Publication date in DKUM:	22.11.2019
Views:	1587
Downloads:	233
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:	20.09.2019

Secondary language

Language:	English
Title:	The impact of didactic games on spelling for the pre-school children
Abstract:	We know different communication skills without which is hard to communicate. We have focused on listening, first skill which child uses right after birth and it is very important for gaining knowledge. With listening, a child teaches mother tongue and also reading and writing. For literacy it is very important also voice awareness, which is good to evolve already in pre-school time. On the voice awareness besides practice and duration influence also didactic games. In our research we wanted to find out whether this is true. We have researched the impact of didactic games on spelling at pre-school children. In our empirical part we have introduced and interpret individual results for each individual. The purpose of this research was to find out whether didactic games influence positively on spelling at pre-school children. The research was based on concrete pattern of 20 pre-school children. In the group there were 12 boys and 8 girls, 4-5 years old. We have gained the results with the help of two testing in a duration of five months. For the testing we have prepared twelve different photos and the children had to name all photos according to the right sequence. In the period between two testing, the children could play with three copyrights didactic games. We have gained the results with quantitative technics, more precisely with structural observation. We have written the results of each individual in a table. The results at final testing improved that is why we conclude that didactic games positively influence on spelling at pre-school children.
Keywords:	pre-school children, didactic games, spelling

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