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Title:Analiza značilnosti kakovostnih igralnih knjig za prvo starostno obdobje : diplomsko delo
Authors:ID Pivec, Nuša (Author)
ID Vizjak Puškar, Nika (Mentor) More about this mentor... New window
ID Haramija, Dragica (Comentor)
Files:.pdf VS_Pivec_Nusa_2026.pdf (2,73 MB)
MD5: 3FEA5C274F03158388A6AF739A03F91C
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V diplomskem delu so bile obravnavane značilnosti kakovostnih igralnih knjig za otroke v prvem starostnem obdobju in njihova multimodalna zasnova. Preučene so bile izbrane kakovostne igralne knjige in raziskana vloga različnih kodov sporočanja, posebej pa sta bili primerjani slikanici Muca Copatarica in njena igralna različica. Uporabljene so bile deskriptivna in komparativna metoda ter metodi analize in sinteze. Podatki so bili zbrani s pregledom primarnih in sekundarnih virov iz sistema COBISS in mednarodnih podatkovnih baz ter z analizo petih izbranih kakovostnih igralnih knjig in obeh različic Muce Copatarice. Analizirani so bili besedilo, ilustracije, njun vsebinsko-oblikovni odnos, materialna zasnova, interaktivnost in vključeni kodi sporočanja. Ugotovljeno je bilo, da kakovost igralne knjige izhaja iz usklajenosti besedila, ilustracij in oblikovanja igralnih elementov, ki morajo biti vsebinsko smiselni in razvojno ustrezni. Zvočna različica Muce Copatarice, ki je hkrati kartonka, je bila v primerjavi s klasično slikanico besedilno skrajšana, a bolj interaktivna in s tem primernejša za mlajše otroke. S teorijo multimodalnosti je bilo pojasnjeno, da pomen nastaja v povezovanju vseh kodov, ki jih delo vsebuje. Sklenjeno je bilo, da kakovostne igralne knjige podpirajo dejavno, veččutno in ne preobremenjujoče otrokovo sodelovanje.
Keywords:igralne knjige, prvo starostno obdobje, slikanice, multimodalnost, interaktivnost
Place of publishing:Maribor
Place of performance:Maribor
Publisher:N. Pivec
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (X, 60 str.))
PID:20.500.12556/DKUM-98826 New window
UDC:087.5(043.2)
COBISS.SI-ID:289267971 New window
Publication date in DKUM:28.08.2026
Views:125
Downloads:0
Metadata:XML DC-XML DC-RDF
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:10.07.2026

Secondary language

Language:English
Title:Analysis of the characteristics of high-quality play books for early childhood
Abstract:The thesis examines the characteristics of high-quality play books for children in early childhood and their multimodal design. It investigates a selection of high-quality play books and explores the role of different modes of communication, with a particular comparison between the picture book Muca Copatarica and its interactive play book version. The study employs descriptive and comparative methods, as well as methods of analysis and synthesis. Data were collected through a review of primary and secondary sources from the COBISS system and international databases, together with an analysis of five selected high-quality play books and both versions of Muca Copatarica. The analysis focused on the text, illustrations, their content–form relationship, the material design, interactivity, and the modes of communication incorporated into the books. The findings indicate that the quality of a play book depends on the coherence of its text, illustrations, and the design of its interactive elements, which must be meaningful in terms of content and developmentally appropriate. Compared with the classic picture book, the sound-book edition of Muca Copatarica, which is also a board book, features a shortened text but offers greater interactivity, making it more suitable for younger children. Drawing on the theory of multimodality, the thesis demonstrates that meaning is created through the interaction of all the communicative modes present in the work. It concludes that high-quality play books support children's active, multisensory engagement without causing cognitive overload.
Keywords:play books, early childhood (0–3 years), picture books, multimodality, interactivity


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