Procjena jezičnih predvještina djece predškolske dobi - metodički prediktor početnoga opismenjavanja

master's thesis

• Title (english): The assessment of pre-literacy skills in preschool children - a methodological predictor of early literacy acquisition
• Author: Nika Bizjak
• Mentor: Martina Kolar Billege (mentor)
• Mentor: Vesna Budinski (sumentor)
• Committee member: Tamara Jurkić-Sviben (predsjednik povjerenstva)
• Committee member: Martina Kolar Billege (član povjerenstva)
• Committee member: Vesna Budinski (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2025-02-25, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Jezik se može smatrati i vještinom i sposobnošću. Kao sposobnost, odnosi se na prirodnu potenciju koju ljudi imaju za sporazumijevanje s drugim ljudima. S druge strane, kao vještina, jezik podrazumijeva učenje, praksu i usavršavanje sposobnosti komunikacije. Ukratko, jezik je sposobnost koja se može usvajanjem i učenjem razvijati u vještinu. Tijekom predškolskoga odgoja i obrazovanja dolazi do razvoja ključnih preduvjeta za te aktivnosti, odnosno predvještina potrebnih za čitanje i pisanje. S obzirom na to da su predškolske ustanove prve u sustavu obrazovanja, uloga odgojitelja u tome kontekstu iznimno je važna. Ovim se radom istražuje procjena jezičnih predvještina kod djece predškolske dobi kao ključnih faktora u procesu početnoga opismenjavanja. Jezične predvještine, koje uključuju sposobnosti prepoznavanja i razlikovanja glasova, razumijevanje povezanosti zvukova i glasova te pisanje jednostavnih riječi i rečenica, predstavljaju temelj za uspjeh u kasnijem učenju čitanja i pisanja. Razvoj tih vještina pod snažnim je utjecajem interakcije između djeteta i njegove okoline, uključujući vrtić, obitelj i širu zajednicu.
Teorijski dio rada obuhvaća analizu osnovnih pojmova povezanih s jezičnim predvještinama, s posebnim naglaskom na ulogu vrtića u njihovu razvoju, i metodičke pristupe koji se primjenjuju u procjeni i unapređenju tih vještina. Posebno se ističe važnost pružanja bogatoga i poticajnoga jezičnog okružja kako bi se osigurao optimalan razvoj predvještina potrebnih za početno opismenjavanje.
Istraživanje je provedeno na uzorku od dvadeset jednoga djeteta (N = 21) predškolske dobi, u dobi od šest do sedam godina, na području Republike Hrvatske. Rezultati su ukazali na varijacije u spremnosti djece za početno opismenjavanje, u skladu s njihovim individualnim karakteristikama i okružjem u kojemu odrastaju. Djeca koja su bila uključena u strukturirane aktivnosti usmjerene na razvoj jezičnih vještina pokazala su veći stupanj spremnosti.

Abstract (english)

Language can be considered both a skill and an ability. As an ability, it refers to the natural capacity humans have for communication with others. On the other hand, as a skill, language entails learning, practice, and the refinement of communication abilities. In short, language is an ability that can be developed into a skill through acquisition and learning. During preschool education, key prerequisites for these activities are developed, specifically the preliteracy skills necessary for reading and writing. Given that preschool institutions are the first step in the education system, the role of preschool educators in this context is exceptionally important. This paper explores the assessment of language pre-literacy skills in preschool-aged children as key factors in the process of early literacy development. Language pre-literacy skills, which include the ability to recognize and distinguish sounds, understand the connection between sounds and letters, and write simple words and sentences, form the foundation for success in later reading and writing education. The development of these skills is strongly influenced by the interaction between the child and their environment, including preschool, family, and the broader community.
The theoretical part of the paper includes an analysis of the basic concepts related to language pre-literacy skills, with special emphasis on the role of preschools in their development and the methodological approaches applied in assessing and improving these skills. Particular attention is given to the importance of providing a rich and stimulating linguistic environment to ensure the optimal development of the pre-literacy skills necessary for early literacy.
The research was conducted on a sample of twenty-one (N = 21) preschool children, aged six to seven years, in the Republic of Croatia. The results indicated variations in children’s readiness for early literacy in line with their individual characteristics and the environment in which they were raised. Children who participated in structured activities aimed at developing language skills demonstrated a higher degree of readiness.

• Keywords: jezične predvještine; metodički procesi; početno opismenjavanje; predškolska dob
• Keywords (english): language pre-skills; methodical processes; early literacy; preschool age
• Language: croatian
• URN:NBN: urn:nbn:hr:147:681316
• 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: 2025-04-15 14:36:57