Title Fonološke igre i njihova uloga u djece vrtićke dobi Title (english) Phonological games and their role in preschool children Author Jelena Reparinac Mentor Katarina Aladrović Slovaček (mentor)Committee member Iva Gruić (predsjednik povjerenstva)Committee member Maša Rimac Jurinović (član povjerenstva)Committee member Katarina Aladrović Slovaček (član povjerenstva)Granter University of Zagreb Defense date and country 2021-09-24, Croatia Scientific / art field, HUMANISTIC SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract U radu se polazi od teorijskih postavki da djeca u dobi od 6 do 7 godina poboljšavaju glasovnu analizu i sintezu te glasovnu osjetljivost. Cilj rada bio je ispitati stavove odgojitelja o provođenju jezičnih igara i igara za razvoj glasovne osjetljivosti, analize i sinteze te prepoznavanja rime. Također se željelo ispitati postoji li razlika u stavovima ispitanika s obzirom na dob, spol, godine staža te program koji provode u grupi. Zatim se ispitivala uspješnost djece u jezičnim igrama te uspješnost primjene tih igara u skupini. Ispitanici koji su sudjelovali u istraživanju bili su 34 odgojitelja, 47 nasumično odabrane djece u dobi od 6 do 7 godina te dvije mješovite skupine. Za ispitivanje stavova odgojitelja koristio se online upitnik sa 47 pitanja, za ispitivanje uspješnosti djece koristile su se 4 jezične igre koje su provjeravale osjetljivost na prvi glas u riječi, glasovnu analizu pomoću slogova, glasovnu analizu i sintezu pomoću glasova te prepoznavanje rime. Rezultati dobiveni pokazuju negativnije stavove odgojitelja sa 11 do 20 godina radnog staža o jezičnim igrama kao mediju. Isto tako, odgojitelji sa 6-10 godina staža manje koriste jezične igre, a odgojitelji koji provode posebni program u grupi također imaju negativnije stavove te rjeđe provode jezične igre. Glede uspješnosti djece, djevojčice su uspješnije od dječaka u igri koja zahtjeva slogovanje uz ritam, a djeca koja pohađaju cjelodnevni engleski program su uspješnija u igrama s rimom i slogovanjem uz ritam. Očekivano, djeca majki višega školskoga obrazovanja imaju bolji rezultat u igrama, dok obrazovanje oca ne igra ulogu. Rezultat dobiven ovim istraživanjem koji najviše začuđuje jest da su u igrama glasovne analize i sinteze te prepoznavanja rime uspješnija djeca rođena četvrta od jedinaca i prvorođene djece, dapače jedinci su najlošiji u navedenim igrama. Istraživanje je također pokazalo da redovitim provođenjem jezičnih igara djeca brže odgovaraju te pokazuju veću kreativnost.
Abstract (english) The paper starts from the theoretical assumptions that children aged 6 to 7 improve voice analysis and synthesis and voice sensitivity. The aim of the paper was to examine the attitudes of educators about the implementation of language games and games for the development of voice sensitivity, analysis and synthesis, and rhyme recognition. The paper also wanted to examine whether there is a difference in the attitudes of the respondents with regard to age, gender, years of service and the program they conduct in the group. Then, the success of children in language games and the success of the application of these games in a group were also examined. Respondents participating in the study were 34 educators, 47 randomly selected children aged 6 to 7 years, and two mixed groups. An online questionnaire with 47 questions was used to examine the attitudes of educators, 4 language games were used to examine children's performance, which tested sensitivity to the first voice in a word, voice analysis using syllables, voice analysis and synthesis using voices and rhyme recognition. The results obtained show more negative attitudes of educators with 11 to 20 years of work experience about language games as a medium. Likewise, educators with 6-10 years of experience use language games less, and educators who implement a special program in a group also have more negative attitudes and conduct language games less often. In terms of children's performance, girls are more successful than boys in games that require pronouncing syllables with rhythm, and children who attend an all-day English program are more successful in games with rhyme and pronouncing syllables with rhythm. As expected, the children of mothers of higher education have a better score in games, while the education of the father does not play a role. The most surprising result obtained by this research is that in games of voice analysis and synthesis and rhyme recognition, children born fourth are more successful than singles and first-born children, in fact singles are the worst in these games. Research has also shown that by conducting language games regularly, children respond faster and show greater creativity.
Keywords
fonološka svjesnost
glasovna analiza
glasovna sinteza
prepoznavanje rime
Keywords (english)
phonological awareness
voice analysis
voice synthesis
rhyme recognition
Language croatian URN:NBN urn:nbn:hr:147:730477 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-05-16 11:52:32
