Formativno spremljanje kot podpora predšolskih otrokom pri govorno-jezikovnem razvoju

Berden, Saša

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Title:	Formativno spremljanje kot podpora predšolskih otrokom pri govorno-jezikovnem razvoju
Authors:	ID Berden, Saša (Author) ID Globačnik, Bojana (Mentor) More about this mentor...
Files:	MAG_Berden_Sasa_2020.pdf (1,55 MB) MD5: 2087DF96EAE62F22EBA404277106CCDF PID: 20.500.12556/dkum/e1d19c57-530a-4fc3-b9ff-ba7f13386390
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Pri spremljanju in opazovanju razvoja ter napredka predšolskih otrok se vse bolj poudarjajo elementi formativnega spremljanja. Vzgojitelji predšolskih otrok imajo na voljo različna izobraževanja na to temo, zanima pa nas, kako to teoretično znanje vpeljujejo v svoje vzgojno-izobraževalno delo. V teoretičnem delu naloge so predstavljeni potek govorno-jezikovnega razvoja otroka, govorno-jezikovne motnje, elementi formativnega spremljanja in formativno spremljanje v vrtcu. Namen magistrske naloge je raziskati vpetost elementov formativnega spremljanja v opazovanje govorno-jezikovnega razvoja in zapise o otroku. Cilj je pridobiti izkušnje vzgojiteljev in mnenja o spremljanju govornega razvoja otrok, predvsem glede uporabe govora, sporazumevalnih zmožnosti in komunikacijskih spretnosti. Vzorec zajema sto vzgojiteljev in vzgojiteljev – pomočnikov vzgojitelja, ki delajo z otroki starostne skupine od štiri do šest let. Rezultati so pokazali, da večina vzgojiteljev vključuje formativno spremljanje v vzgojno-izobraževalno delo. Vzgojitelji ocenjujejo, da vključujejo v opazovanje vzgojno-izobraževalnega dela večino elementov formativnega spremljanja. Pri delu uporabljajo različne metode za spodbujanje govorno-jezikovnega razvoja. Večina vzgojiteljev ocenjuje, da je dober govorni vzor za otroke. V raziskovalnem vzorcu se je pokazala povezanost med delovno dobo in znanjem iz govorno-jezikovnega razvoja predšolskih otrok.
Keywords:	formativno spremljanje, predšolski otroci, govorno-jezikovni razvoj
Place of publishing:	Maribor
Publisher:	[S. Berden]
Year of publishing:	2020
PID:	20.500.12556/DKUM-76308
UDC:	373.2.091.26:159.946.3(043.2)
COBISS.SI-ID:	24418307
NUK URN:	URN:SI:UM:DK:BEOBQFJC
Publication date in DKUM:	06.08.2020
Views:	3454
Downloads:	596
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:	11.05.2020

Secondary language

Language:	English
Title:	Formative assessment as a support for preschool children in speech and language development
Abstract:	In the field of monitoring and observing the development and progress of preschool children, an increasing emphasis is being put on the elements of formative assessment. There are several teacher trainings available to preschool teachers regarding this topic, and we want to know how teachers apply the acquired theoretical knowledge in their educational work. The theoretical part of this thesis introduces speech-language development of children, speech-language disorders, elements of formative assessment and formative assessment in preschool. The purpose of this master’s thesis is to research the integration of the elements of formative assessment in the observation of speech-language development and written notes on children. The goal is to learn about the experiences of preschool teachers and their opinions on the assessment of speech development in children, especially concerning the children’s use of speech, their communication abilities and skills. The research sample includes one hundred preschool teachers and assistant preschool teachers that work with children aged four to six years. The results show that most preschool teachers include formative assessment in their educational work. They state that they include most of the elements of formative assessment in the observation of their work. In doing so, they use various methods for promoting children’s speech-language development. Most preschool teachers regard themselves as good role models for speech for children. The research sample shows a correlation between teachers’ professional experience and their knowledge concerning speech-language development of preschool children.
Keywords:	formative assessment, preschool children, speech and language development

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