Glazbene aktivnosti kao poticaji u usvajanju semantičkoga sloja leksika djece rane dobi

undergraduate thesis

• Author: Ana Trogrančić Štrk
• Mentor: Jelena Blašković (mentor)
• Committee member: Jelena Blašković (predsjednik povjerenstva)
• Committee member: Svetlana Novaković (član povjerenstva)
• Committee member: Božica Vuić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Arts); Zagreb
• Defense date and country: 2019-09-19, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Interdisciplinary Fields of Art
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Art of Music
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Glazba je univerzalni jezik koji pobuđuje naše emocije, motoriku i misli, a omogućava lakše učenje i usvajanje jezika. Već u ranoj dobi djeca su okružena glazbom koja potiče razvoj kognitivnih, motoričkih i kreativnih sposobnosti. Razvoj govora bitan je dio intelektualnog razvoja. Dijete usvaja govor od svojega rođenja i njime upoznaje svijet. Uz glazbene poticaje dijete se igra riječima na prirodan način i razvija složenost govora. Tekstovi pjesama bogate djetetov rječnik te šire spoznaje o njegovu okruženju i njemu samom. Glazba donosi radost djetetu i potiče ga na istraživanje, jezičnu i motoričku aktivnost. Za potrebe ovoga rada provedeno je istraživanje koje se sastoji od tri ciklusa u vremenu od tri mjeseca. Svaki ciklus sadrži jednu pjesmu za djecu koja im se približila raznim metodičkim postupcima. U istraživanje su bile uključene dvije srednje vrtićke skupine (N=26). U jednoj vrtićkoj skupini provedeni su metodički postupci s poticajima, a druga vrtićka skupina nije imala poticaje. Izabrane su pjesme s kojima djeca prethodno nisu bila upoznata. Metodički postupci sadržavaju govorne poticaje u obliku pričanja priča i glazbene poticaje pjevanja pjesama uz instrumentalnu pratnju. Također je uključen i pokret kojim su djeca izražavala svoj doživljaj pjesme te su svoje iskustvo pjesme prikazala i u likovnom obliku. Na kraju svakog ciklusa istraživanja provjerila se usvojenost riječi iz pjesama pomoću jezičnih igara. Istraživanje je pokazalo kako djeca u skupini s poticajima brže i lakše usvajaju značenje riječi i nove riječi. U skupini bez poticaja, osim težeg usvajanja riječi i njihovog značenja, djeca nevoljko pristupaju aktivnostima što rezultira nezainteresiranošću za rad i učenje.

Abstract (english)

Music is a universal language that evokes our emotions, motor skills and thoughts, and makes language learning and language acquisition easier. From an early age, children are surrounded by music that stimulates the development of cognitive, motor and creative skills. An essential part of intellectual development is speech acquisition. It starts from the child’s birth, and through it, the child learns about the world. With musical stimuli, the child plays with words in a natural way which leads to speech development. Song lyrics enrich the child’s vocabulary and broaden the understanding of his/her environment and himself/herself. Music brings joy to the child and encourages him/her to explore and engage in language and motor activities. A three cycle study over a period of three months was conducted for the purposes of this paper. Each cycle contains one song that was brought closer to children using a variety of methodological procedures. Two secondary nursery groups (N = 26) were included in the study. In one kindergarten group, methodological procedures were performed with stimuli and the other kindergarten group had no stimuli. The children were not previously familiar with the songs selected. Methodological procedures include speech stimuli in the form of storytelling and musical stimuli for singing songs with instrumental accompaniment. Children could express their experience of the song through movement, as well as in a visual form. At the end of each research cycle, lyrics acquisition was checked using language games. The study found that children in the stimuli group acquire new words and their meaning more quickly and easily. In the non-stimuli group, besides the more difficult acquisition of words and their meaning, children are reluctant to engage in activities, resulting in a lack of interest in work and learning.

• Keywords: glazba; govor; poticaji; dječje pjesme
• Keywords (english): music; speech; stimuli; children's songs
• Language: croatian
• URN:NBN: urn:nbn:hr:147:458627
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-10-02 10:43:09