Čitačke vještine i Montessori pristup razvoju čitačkih vještina

undergraduate thesis

• Author: Ivana Puškarić
• Mentor: Vladimira Velički (mentor)
• Mentor: Božica Vuić (sumentor)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Croatian Language and Literature, Drama and Media Education); Zagreb
• Defense date and country: 2015, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

U suvremenom svijetu čitanje je vještina nužna za opstanak. Rezultat je kulturnog razvoja čovjeka. Usvajanje vještine čitanja najvažniji je zadatak djeteta u početnom školovanju. Predčitačke vještine preduvjet su, nužna znanja i vještine koje to omogućuju. Kada su predčitačke vještine usvojene započinje primjena abecednog načela što je temelj vještine čitanja. Pokazalo se da je za razvijanje čitačkih vještina značajnija kvaliteta okoline od nasljednih čimbenika. Brigu o razvoju čitačkih vještina treba početi već od treće godine. Prema M. Montessori, tada započinje osjetljivo razdoblje za jezik i traje do sedme godine. Djeca navedene dobi s lakoćom i zanimanjem usvajaju jezik. M. Montessori osmislila je pripremljenu okolinu i niz materijala za usvajanje jezika koji se i danas koriste u Montesssori vrtićima. Vrtići redovitoga programa nastoje poticati razvoj čitačkih vještina raznim aktivnostima tematski povezanima s projektom koji provode. Promatranje rada vrtića i provedeno istraživanje pokazali su da odgojitelji shvaćaju važnost poticanja vještine čitanja te veličinu njihove uloge u tome procesu. Aktivnosti usmjerene razvoju čitačkih vještina nastoje svakodnevno provoditi, u skladu sa svojim pedagoškim uvjerenjima.

Abstract (english)

In the modern world reading is a skill that is necessary for survival. It´s a result of a human cultural development. Acquisition of reading skills is the most important task of the initial schooling. Prereading skills are precondition, necessary knowledge and skills which enable that. When prereading skills are acquired begins the alphabetical principle, the foundation of reading skills. It turned out that to develop reading skills environmental quality is more significant than hereditary factors. Care about development of reading skills should be started from the third year. According to M. Montessori, then begins a sensitive period for language and lasts up to seven years. Children above the age with ease and interest acquire language. M. Montessori created the designed environment and a range of materials for language acquisition, which is still used in Montessori kindergartens. Nurseries regular programs to encourage the development of skills reading various activities thematically connected with the project implementation. Observing the work of kindergartens and conducted a study showed that educators understand the importance of encouraging reading skills and the size of their role in this process. Activities aimed at developing reading skills strive daily to implement, in accordance with heir educational convictions.

• Keywords: čitačke vještine; Montessori vrtić; vrtić redovitoga programa
• Keywords (english): read-skills; Montessori kindergarten; nursery regular program
• Language: croatian
• URN:NBN: urn:nbn:hr:147:302770
• 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: 2016-01-21 08:41:13