ZGODNJE IZKUŠNJE Z LITERATURO IN OTROKOVA USPEŠNOST PRI MATERINŠČINI

• Main Author: Cizerl, Maja
• Other Authors: Kordigel Aberšek, Metka
• Format: Bachelor Thesis
• Language: Slovenian
• Published: [M. Cizerl] 2016
• Subjects: zgodnja pismenost; opismenjevanje; govorna kompetenca; branje; early literacy; literacy process; speech competence; reading; info:eu-repo/classification/udc/373.3:821.163.6(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=59607; https://dk.um.si/Dokument.php?id=93153&dn=; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22401032&fmt=11

Cilj diplomske naloge z naslovom Zgodnje izkušnje z literaturo in otrokova uspešnost pri materinščini je ugotoviti, kako zgodnje izkušnje z literaturo kasneje vplivajo na otrokovo uspešnost pri opismenjevanju. Predvideno je, da literarnoestetsko stimulativno okolje pozitivno vpliva na razvoj jezikovne kompetence, literarnorecepcijskih zmožnosti in pismenosti. V teoretičnem delu diplomske naloge smo najprej opredelili pismenost in spregovorili o zgodnji pismenosti, govorni kompetenci in razvoju recepcijskih zmožnosti. Spregovorili smo o povezavi med opismenjevanjem, govornim razvojem in predhodnimi izkušnjami z literaturo. Opredelili smo tudi družinsko pismenost in znotraj družinske pismenosti pisali o vplivu družine na pismenost otrok, literarnoestetsko stimulativnem okolju, motivaciji otrok za branje, družinskem branju in njihovih dejavnostih ob branju ter vplivu televizije in drugih medijev. Na koncu teoretičnega dela smo spregovorili še o vlogi vrtca. Empirični del diplomske naloge vsebuje rezultate raziskave, ki smo jih dobili s pomočjo kvalitativne metode raziskovanja. Do rezultatov smo prišli s pomočjo polstrukturiranega intervjuja učencev, poročil učiteljice in pisem staršev. Raziskava je razdeljena na tri dele. V prvem delu raziskave smo intervjuvali 16 učencev 2. razreda osnovne šole. Ugotovljeno je bilo, da so bili vsi učenci v predšolskem obdobju deležni branja in imajo doma zaloge pravljic, veliko učencev pa je skupno branje s starši nadaljevalo tudi v osnovni šoli. Rezultati so pokazali, da je večina učencev začela brati in pisati pri 6. letih, pred vstopom v šolo, česar jih je naučila mama. Skoraj vsem se je opismenjevanje zdelo težko. V drugem delu raziskave smo za mnenje povprašali učiteljico in rezultati so pokazali, da ima večina tistih učencev, ki prihajajo iz stimulativnega okolja, boljše bralne in pisalne zmožnosti ter dobro govorno kompetenco. V tretjem delu so na vprašanja odgovorili starši in odgovore zajeli v pismo. Ugotovljeno je bilo, da se vsi starši zavedajo pomembnosti branja in poskušajo v branje usmerjati tudi svoje otroke. Rezultati so pokazali, da otroci tistih staršev, ki so jim v otroštvu pogosto brali, tudi sami radi berejo. The aim of this thesis, titled The Early Experience with Literature and the Child's Mother Tongue Proficiency, was to determine how an early experience with literature later affects children proficiency in literacy. It is predicted that literary-esthetic stimulating environment has a positive influence on the development of language competences, literary reception skills and literacy. The theoretical part of the thesis introduces the definition of literacy it discusses early literacy, speech competence, and reception-skill development. In addition, it debates about connections between literacy process, speech development and prior experience with literature. Furthermore, it defines family literacy and, within family literacy, describes the influence of family on the literacy of children, the literary-esthetic stimulating environment, the children motivation to read, the family reading, their activities between reading and the influence of television and other media. Lastly, it also discusses the role of kindergarten. The empirical part of the thesis includes results of the survey, given with the help of qualitative survey methods. The results were produced with the help of semi-structured interview of pupils, teacher’s reports, and parent’s letters. The survey is divided into three parts. The first part presents interviews of 16 pupils in the second grade of elementary school. It is found that all pupils, in their pre-school period, experienced reading through their parents and kept a certain amount of children stories, many of students continued collective reading with their parent in elementary school. Results show that the majority of students started reading and writing at age 6, before entering school, they were though by their mother. Almost everyone found literacy process difficult. The second part present teacher’s opinions and the results show that the majority of pupils from stimulating environment has better reading and writing skills and a good speech competence. The third part presents parent’s answers which were written in letters. It is found that parents are aware of importance of reading and try to encourage their children to read. The results show that children who experience reading through their parents, also enjoy reading.