Metodički pristup odgojitelja i utjecaj na jezični razvoj

master's thesis

• Title (english): Methodological approach of kindergarten teachers and their influence on language development
• Author: Sara Lihtar
• Mentor: Martina Kolar Billege (mentor)
• Committee member: Tamara Jurkić-Sviben (predsjednik povjerenstva)
• Committee member: Vesna Budinski (član povjerenstva)
• Committee member: Martina Kolar Billege (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2020-09-25, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy

Abstract

Uz sve čimbenike okoline utjecaj na jezični razvoj, imaju odgojitelji budući da se djeca uključuju u sustav ranoga i predškolskoga odgoja i obrazovanja. Uloga odgojitelja i njegov metodički pristup uvelike utječu na uredan jezični razvoj. Odgojitelji su stručnjaci koji svojim stečenim kompetencijama planiraju i provode aktivnosti u dječjim vrtićima. Jezik i govor razvijaju se pomoću poticajne okoline i odraslih osoba koje se u toj okolini nalaze. Kod većine se djece jezični razvoj odvija sličnim putem, ali se mora staviti naglasak na to da je u tome području razvoja potrebna i fleksibilnost. Djeca u prvim godinama života usvajaju znanja, vještine i sposobnosti promatrajući modele i oponašajući ono što oni rade. Kroz povijest se pojavljuje nekoliko teorija jezičnoga razvoja koje objašnjavaju sam proces: bihevioristička teorija, nativistička teorija, kognitivna teorija i teorija o utjecaju okoline i učenja. Već u predverbalnom razvoju stvaraju se temelji za razvoj govora. Djeca krikom i plačem komuniciraju s okolinom, a razvojem se dolazi do slogovanja i prve riječi. Prikazane aktivnosti proizašle su iz same prakse, a to su aktivnosti koje se svakodnevno provode i u čijoj provedbi djeca uživaju. Kroz te aktivnosti djeca usvajaju sve sastavnice jezika: fonologiju, semantiku gramatiku, pragmatiku. Prikazano je kako se planiraju i provode aktivnosti, koji je slijed provedbe i na kraju sami ciljevi aktivnosti koji govore što će dijete iz toga naučiti i koji su primjereni razvojnim karakteristikama dobi.

Abstract (english)

In addition to all the environmental factors, early childhood educators have influence on children’s language development as children are enrolled into early childhood education and care institutions. Their role and their teaching methods have a great impact on normal language development. Early childhood educators are experts who use their acquired competences to plan and implement activities in kindergartens. Language and speech are developed in a stimulative environment with the help of the adults in that environment. Language development in most children takes place in a similar way, but the need for flexibility in this stage of development must be emphasized. In their first years of life, children acquire knowledge, skills, and abilities through observation and imitation of models. There have been several language development theories throughout history that explain the process itself: behaviorist theory, nativist theory, cognitive theory, and the theory of environmental impact and learning. The bases for speech development are already formed in the pre-verbal stage. Children communicate with their environment through vocalizations and crying. As they develop, they start to syllabify and form their first words. The presented activities have originated from practice. These activities are constantly implemented and children enjoy their implementation. By means of these activities, children acquire all the components of language: phonology, semantics, grammar, pragmatics. It is demonstrated how the activities are planned and implemented and the sequence of their implementation is shown. In the end, the aims suitable for the developmental characteristics of the child’s age are listed and they show what the child will learn from the activities.

• Keywords: jezični razvoj; metodika; predškolska dob; odgojitelj
• Keywords (english): language development; methodology; preschool age; early childhood educator
• Language: croatian
• URN:NBN: urn:nbn:hr:147:283462
• 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: Open access
• Created on: 2021-03-01 13:36:32