Razumijevanje kajkavskoga narječja djece predškolske dobi s kajkavskog govornog područja

master's thesis

• Title (english): Understanding of the Kajkavian Dialect of Preschool Children from the Kajkavian Speaking Area
• Author: Lucija Huđ
• Mentor: Đuro Blažeka (mentor)
• Committee member: Vendi Franc (predsjednik povjerenstva)
• Committee member: Draženko Tomić (član povjerenstva)
• Committee member: Đuro Blažeka (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2019-07-11, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Rad na samom početku objašnjava važnost jezika i govora, koji su usko povezani s mišljenjem, kao osnovnog sredstva komunikacije. Također, govori se o predškolskom dobu kao najvažnijem za usvajanje govora kojim je dijete okruženo te govora kojem je izloženo u instituciji. Opisuju se tri jezične norme, standardni, razgovorni i dijalektalni jezik odnosno narječja, koje nalazimo u hrvatskom jeziku. Nadalje, pobliže se objašnjava razvoj kajkavskog narječja, njegove specifičnosti, leksik i istraživanja te okolnosti rane štokavizacije i odbacivanja kajkavskog književnog jezika kao standardnog hrvatskog jezika. Spominje se njegova podložnost promjenama i štokavizaciji kao posljedici društvenih promjena, utjecaja hrvatskog standardnog jezika obrazovanjem, medijima, kulturom i mnogim drugim kao i potiskivanje kajkavskog govora od strane kajkavaca zbog srama govorenja kajkavskim jezikom. Rad pojašnjava kako zanemarivanje dječjeg prvog naučenog govora unazađuje proces učenja standardnog jezika jer dijete na temelju naučenog jezika savladava standardni kao i svaki drugi strani jezik koji kasnije uči. Prikazano je i istraživanje s djecom predškolske dobi s istraživačkim pitanjem koliko današnja djeca s kajkavskog govornog područja razumiju kajkavske riječi te važnost odgojitelja u procesu razvoja jezika kod djece najranije dobi. Jezični razvoj započinje još i prije rođenja djeteta, a obitelj je primarna zajednica u kojoj dijete uči i razvija svoj jezik. Dolaskom u odgojno obrazovnu instituciju glavnu ulogu u osiguranju razvoja jezika kod djece preuzima odgojitelj. On svoj govor mora prilagoditi djeci, govoriti razgovijetno i glasno i nipošto ne smije dijete koje koristi riječi iz svojeg zavičajnog govora kritizirati već u svoj rad uvrstiti aktivnosti dijalektalnog karaktera te tako započeti njegovati kajkavski izričaj od najranije dobi.

Abstract (english)

At the very beginning, the paper explains the importance of language and speech as the primary means of communication. It also speaks about pre-school age as the most important for adopting a speech that surrounds the child and the speech it is exposed to in formal institutions. Three language norms are described- standard, conversational and dialectal language or dialects found in the Croatian language. Furthermore, the development of Kajkavian dialect, its specificity, lexicon and research, as well as the circumstances of early stokavization and the rejection of kajkavian literary language as a standard Croatian language are explained in greater detail. It is recalled that the kajkavian language is susceptible to changes and stokavization as a result of social changes, the influence of the Croatian standard language on education, media, culture and many other factors, as well as the suppression of Kajkavian speech by the Kajkavians because of the fact that they feel ashamed to speak in he Kajkavic language. The paper explains that the neglect of a child's first learned speech slows down the process of learning the standard language because the child learns the standard language as any other language that it learns later on the basis of the first language learnt. A survey of pre-school children shows how much of today's children living in the Kajkavian region understand Kajkavian words and it also addresses the question of the importance of educators in the process of language development in children at the earliest age. Language development begins before the child is born and the family is the primary community in which the child learns and develops their language. When becoming a member of an educational institution, the primary role of the educator is the development of a child's language. They must adapt their speech to children's needs and speak clearly and loudly, and a child who uses the words from his native language should not be criticised by the educator. Moreover, the educator should include activities of dialectal character in their work so as to begin to nurture the Kajkavian expression from the earliest age.

• Keywords: jezik i govor; djeca; materinski govor; kajkavsko narječje
• Keywords (english): language and speech; children; mother tongue; Kajkavian dialect
• Language: croatian
• URN:NBN: urn:nbn:hr:147:761544
• 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: 2020-07-23 08:01:40