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Title:Spodbujanje slovenskih in švedskih pedagoških delavcev pri razvijanju bralne pismenosti otrok v predšolskem in zgodnješolskem izobraževanju : magistrsko delo
Authors:ID Veber, Kristjan (Author)
ID Usenik, Janja (Mentor) More about this mentor... New window
ID Haramija, Dragica (Comentor)
Files:.pdf MAG_Veber_Kristjan_2026.pdf (716,71 KB)
MD5: 8541C6F7743837BFE0E9AA32F631F29C
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Bralna pismenost je ena izmed temeljnih kompetenc posameznika, saj pomembno vpliva na uspešnost v izobraževanju, socialno vključevanje in aktivno sodelovanje v družbi. Namen magistrske naloge je bil raziskati in primerjati zaznavanje bralne motivacije predšolskih otrok ter učencev na razredni stopnji med slovenskimi in švedskimi pedagoškimi delavci ter preučiti pristope, ki jih uporabljajo za spodbujanje bralne pismenosti. V teoretičnem delu so predstavljeni temeljni pojmi bralne pismenosti, bralne motivacije in zgodnjega opismenjevanja ter primerjava slovenskega in švedskega vzgojno-izobraževalnega sistema in strateških pristopov k spodbujanju branja. Empirični del temelji na kvantitativni raziskavi, izvedeni s pomočjo spletnega anketnega vprašalnika med slovenskimi in švedskimi pedagoškimi delavci. Rezultati raziskave kažejo, da vzgojitelji v vrtcu zaznavajo višjo raven bralne motivacije otrok kot učitelji na razredni stopnji osnovne šole. Ugotovljene so bile tudi določene razlike med slovenskimi in švedskimi pedagoškimi delavci pri dejavnostih in pristopih za spodbujanje branja. Slovenski strokovni delavci pogosteje poudarjajo pomen bralnih projektov in knjižnic, medtem ko švedski večji poudarek namenjajo individualnemu pristopu, sodelovanju z družino ter vključevanju vsakodnevnih jezikovnih dejavnosti.
Keywords:bralna pismenost, bralna motivacija, zgodnje opismenjevanje, dejavniki za spodbujanje branja, bralne navade
Geographic coverage:Slovenija; Švedska;
Place of publishing:Maribor
Place of performance:Maribor
Publisher:K. Veber
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (73 str.))
PID:20.500.12556/DKUM-98456 New window
UDC:37.091.3:028(497.4:485)(043.2)
COBISS.SI-ID:286374403 New window
Publication date in DKUM:29.07.2026
Views:261
Downloads:21
Metadata:XML DC-XML DC-RDF
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:14.06.2026

Secondary language

Language:English
Title:Supporting Slovenian and Swedish pedagogical staff in developing the literacy of children in preschool and early primary education
Abstract:Reading literacy is one of the fundamental competencies of an individual, as it significantly influences educational achievement, social inclusion, and active participation in society. The aim of this master's thesis was to investigate and compare the perceptions of reading motivation among preschool children and primary school pupils held by Slovenian and Swedish educational professionals, as well as to examine the approaches they use to promote reading literacy. The theoretical part presents the key concepts of reading literacy, reading motivation, and early literacy development, alongside a comparison of the Slovenian and Swedish educational systems and their strategic approaches to promoting reading. The empirical part is based on a quantitative study conducted using an online questionnaire administered to Slovenian and Swedish educational professionals. The findings indicate that preschool teachers perceive higher levels of reading motivation among children than primary school teachers perceive among pupils. The results also reveal certain differences between Slovenian and Swedish educational professionals regarding the activities and approaches used to encourage reading. Slovenian educational professionals more frequently emphasize the importance of reading projects and libraries, whereas their Swedish counterparts place greater emphasis on individualized approaches, collaboration with families, and the integration of language-related activities into everyday practice.
Keywords:reading comprehension, reading motivation, early literacy acquisition, factors in the promotion of reading, reading habits


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