Usporedba pristupa poticanju pismenosti u redovnom i Montessori programu

master's thesis

• Title (english): Comparison of encouraging literacy approaches in regular and Montessori preschool program
• Author: Nikolina Jež
• Mentor: Adrijana Višnjić-Jevtić (mentor)
• Mentor: Ivana Golik (sumentor)
• Committee member: Edita Rogulj (predsjednik povjerenstva)
• Committee member: Adrijana Višnjić-Jevtić (član povjerenstva)
• Committee member: Ivana Golik (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-09-06, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Predvještine čitanja i pisanja nužan su preduvjet za razvoj vještina čitanja i pisanja kojima dijete ovladava u školi. Njihov razvoj započinje od najranije dobi djeteta. Aktivnosti i sadržaj vezani uz razvoj vještina početnog čitanja i pisanja ne provode se nužno samo u centru početnog čitanja i pisanja, već su podjednako zastupljene i u svim ostalim centrima sobe dnevnog boravka djece rane i predškolske dobi, a usvajaju se i nesvjesno, kroz igru. Poticajna okolina uvelike doprinosi cjelokupnom razvoju djeteta, pa tako i razvoju predvještina čitanja i pisanja. Zahvaljujući suvremenim metodama učenja, poput metode Brain Gym i metode Ples pisanja, djeci je omogućeno zabavno i jednostavno učenje kroz igru, stimulirajući pritom razvoj mozga. Osim dominantne pedagoške koncepcije, u ranom i predškolskom odgoju i obrazovanju u hrvatskoj omogućen je rad i po alternativnim pedagoškim koncepcijama. Jedna od najzastupljenijih alternativnih pedagoških koncepcija je Montessori , a ona se ostvaruje u Montessori vrtićima ili kao posebni program u redovnim odgojno obrazovnim ustanovama. Cilj ovog diplomskog rada je uvidjeti važnost predvještina čitanja i pisanja za razvoj djeteta te prikazati njihove značajke i doprinose u radu s djecom rane i predškolske dobi. U svrhu pisanja ovog rada provedeno je kvalitativno istraživanje metodom intervjuiranja na uzorku od pet odgojiteljica rane i predškolske dobi. Provedeno istraživanje potvrdilo je kako u praksi odgojitelji ovom području poklanjaju mnogo pažnje. Rezultati provedenog istraživanja prikazali su i spremnost odgojitelja na usavršavanje i učenje te primjenu elemenata raznih pedagoških koncepcija u njihovu radu kako bi djeci omogućili što više načina za razvoj početne pismenosti. Nadalje, rezultati potvrđuju da odgojitelji uočavaju važnost vještina početnog čitanja i pisanja te da su svjesni svoje uloge u razvoju početne pismenosti ističući ulogu opskrbljivača materijalima i ulogu govorno-jezičnog modela.

Abstract (english)

The pre-skills of reading and writing are a necessary prerequisite for the development of the reading and writing skills that a child masters in school. Their development starts from the child's earliest age. Activities and content related to the development of early reading and writing skills are not necessarily carried out only in the early reading and writing center, but are also equally represented in all other living room centers for early and preschool age children, and they are acquired unconsciously, through play. A stimulating environment greatly contributes to the overall child's development, including the development of reading and writing pre-skills. Thanks to modern learning methods, such as the Brain Gym method and the Write Dance method, children are enabled to learn at the fun and simple way through play, while stimulating brain development. In addition to the dominant pedagogical concept, in early and preschool education in Croatia, it is possible to work with alternative pedagogical concepts. One of the most represented alternative pedagogical concepts is Montessori, and it is implemented in Montessori kindergartens or as a special program in regular educational institutions. The aim of this thesis is to see the importance of reading and writing pre-skills in the child's development and to show their features and contributions in working with early and preschool age children. For the purpose of writing this paper was conducted qualitative research using the interview method on the sample of five early childhood and preschool teachers. The conducted research confirmed that in practice preschool teachers pay a lot of attention to this area. The results of the conducted research also showed the willingness of preschool teachers to improve, learn and apply elements of various pedagogical concepts in their work in order to provide children with as many ways as possible to develop initial literacy. Furthermore, the results confirm that preschool teachers perceive the importance of initial reading and writing skills and that they are aware of their role in the development of initial literacy, highlighting the role of a provider of materials and the role of a speech-language model.

• Keywords: djeca rane i predškolske dobi; početno čitanje; početno pisanje; Montessori program; Brain Gym; Ples pisanja
• Keywords (english): Early and preschool children; initial reading; initial writing; Montessori program; Brain Gym; Write Dance
• Language: croatian
• URN:NBN: urn:nbn:hr:147:556973
• 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: 2023-02-22 11:47:27