Jezične igre, aktivnosti i artefakti za poticanje jezičnog razvoja

master's thesis

• Title (english): Language Games, Activities and Artefacts for Developing Language and Speech Potential
• Author: Mirna Ostrun
• Mentor: Vesna Budinski (mentor)
• Mentor: Martina Kolar Billege (mentor)
• Committee member: Martina Kolar Billege (član povjerenstva)
• Committee member: Vesna Budinski (član povjerenstva)
• Committee member: Tamara Jurkić-Sviben (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2017-10-12, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

U ovom diplomskom radu govori se o aktivnostima za poticanje jezičnog i govornog razvoja djece predškolske dobi. Jezične igre, aktivnosti i sredstva načini su kojima se odgojitelji služe u svom odgojno-obrazovnom radu s ciljem poticanja i razvoja dječjeg jezičnog i govornog razvoja. Svako razdoblje u djetetovom razvojnom putu zahtijeva dobro promišljen individualan pristup i prilagođavanje zahtjevnosti sadržaja aktivnosti s obzirom na stupanj prethodno usvojenih znanja. U prvom dijelu rada naglasak je na pojmu igre, njezinoj ulozi i važnosti u djetetovom životu s obzirom da dijete kroz igru usvaja nova znanja i vještine. Brojni autori definiraju igru na različite načine, ali svi naglašavaju njezinu kompleksnost. Igru se proučava s raznih znanstvenih stajališta. Detaljno je prikazana povijest pojma „igra“ u različitim povijesnim društvima. Igra se razvija na dvije razine: spoznajnoj i društvenoj razini. Prikazana je klasifikacija dječje igre, zatim klasifikacija prema autorici Mirjani Duran (2001) koja je provela istraživanje vezano uz dječju igru i međusobnim odnosima djece. Mirjana Šagud (2002) provela je istraživanje vezano uz ulogu odgojitelja u dječjoj igri. U posebnom poglavlju opisani su uvjeti koje je potrebno osigurati za ostvarenje uspješne igre. Postoje razne pedagogije s različitim pristupima procesu odgoja i obrazovanja, a kroz posebno poglavlje stavljen je naglasak na Montessori pristup. Odgojitelj ima važnu ulogu u djetetovom razvoju i ulogu u procesu igre. Dijete kroz svoje djelovanje i interakciju s odraslima i vršnjacima stječe vlastito iskustvo i priprema se za društveno odgovorno djelovanje. Predškolska ustanova, odnosno dječji vrtić, mjesto je gdje se potiče djetetov razvoj i priprema za život u razvijenom društvu. U drugom dijelu ovoga rada naglasak je na jezičnom i govornom razvoju i njihovoj detaljnoj podjeli. Posljednjim dijelom rada prikazane su konkretne jezične aktivnosti, jezične igre, metode, sredstva uz pomoć kojih odgojitelji potiču i utječu na dječji jezični i govorni razvoj. Prikazani su primjeri iz odgojno-obrazovne prakse.

Abstract (english)

In this final paper main theme is activities which are used to improve language and speech development of preschool children. Preschool teachers use language games, activities and artefacts in their educational work to encourage developing children's language and speech potential. Each period in the child's development requires a well-thought-out individual approach and adjustment in complexity of the content which is made following previouslylearned contents. In the first part of the paper focus is on the term of the play, which role play have and importance of the play in the child's life as the child through the pla can learn new contents and skills. Numerous authors give different definitions of the play, but they all emphasize content complexity of the play. The play is being studied from different scientific points of view. The terms of the play which are used in different societies are described in detail. The play develops on two levels: the cognitive and social level. In paper it is presented classification of the children's play, then there is classification by author Mirjana Duran (2001) who conducted research on theme children's play and the roles between children in play. Mirjana Šagud (2002) conducted a research regarding the role of a preschool teacher in play. The conditions that are need to be provided to achieve a successful play are described in special chapter. There are different pedagogies which have different approaches to the educational process. Montessori's approach is pedagogy which is described in detail in special chapter.The preschool teacher have an important role in the child's development and important role in the play process. The preschool teacher have an important role in the child's development and important role in the play process. Child gains experience and prepares for social responsibility through its own interactions and communication with adults and peers. Preschool is the place where children's development and preparation for life in a developed society are encouraged. In the second part of this final paper, the emphasis is on language and speech development and it is presented theirs detail classification. In the last part of the final paper are presented specific language activities, language games, methods and artefacts which preschool teachers use to encourage and to influence on children's language and speech development. There are presented examples from educational practice.

• Keywords: jezični razvoj; govorni razvoj; igra; jezične igre; aktivnost
• Keywords (english): language development; speech development; play; language games; activities
• Language: croatian
• URN:NBN: urn:nbn:hr:147:066638
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2019-05-02 09:38:34