Title Interpretativno čitanje i kazivanje priče kao poticaj govornog razvoja djece predškolske dobi Title (english) Interpretive reading and storytelling as a stimulus for speech development of preschool-aged children Author Mateja Samardžija Mentor Vladimira Velički (mentor)Mentor Božica Vuić (sumentor)Committee member Alenka Mikulec (predsjednik povjerenstva)Committee member Vendi Franc (član povjerenstva)Committee member Božica Vuić (član povjerenstva)Granter University of Zagreb Defense date and country 2023-09-19, Croatia Scientific / art field, HUMANISTIC SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Interpretativno čitanje i kazivanje priče svakodnevna je aktivnost u vrtićima koja pridonosi govornom razvoju djece predškolske dobi. Važno je poznavati osnovno značenje pojma interpretativno, a to je čitanje ili pričanje koje se temelji na vrednotama govorenoga jezika. One su podijeljene na auditivne i vizualne te ih je u radu s djecom potrebno neprestano koristiti. No, istraživanja su pokazala kako ih odgojitelji ne koriste u odgovarajućoj mjeri. Svaka je od njih na svojevrstan način značajna za razvoj govora. Na početku je potrebno sagledati psihološku stranu koja se odnosi na povezanost motorike i govora, a riječ je zapravo o zrcalnim neuronima koji ovise jedni o drugima. Odgojitelj mora poznavati osnovne karakteristike razvoja predškolskog djeteta kako bi mogao uočiti moguća odstupanja. On je odgovorna osoba koja svojim pravilnim govornim uzorom pažljivo sluša svako dijete u skupini, stvara prostor koji potiče za slušanjem priča. Upoznaje djecu s raznovrsnim pričama, bajkama i slikovnicama. Svaka od njih ima svoje karakteristike po kojima se međusobno razlikuju. Slikovnica je karakteristična po ilustracijama, bajka po elementima čarolije, a priča može biti basna u kojoj su likovi životinje. Ključni pojmovi vezani uz čitanje slikovnice su monološko i dijaloško čitanje. Suvremena paradigma dijete gleda kao ravnopravno biće stoga je dijaloško čitanje slikovnice uzajaman proces. Ono se kao i kazivanje priče odvija u prostoru koji je opremljen raznim pomagalima koji obogaćuju pričanje priča. Odgojitelj treba promisliti kako predstaviti priču djeci, tj. prenijeti svoj doživljaj priče. Ponekad se pričanje, pripovijedanje i prepričavanje gledaju kao sinonimi, no potrebno ih je razlikovati. Kompetentan pripovjedač mora posjedovati određene kompetencije kao što su: držanje kontakta očima, ostvarivanje toplog odnosa s djecom, poticanje djece na govorno izražavanja, korištenje vrednota itd. Kako bi priča bila kvalitetno ispričana, temelj njezine kvalitete jest priprema za pričanje. Na kraju je najvažnije svakodnevno raditi na poticanju govornoga razvoja djece.
Abstract (english) Interpretive reading and storytelling are daily activities in kindergartens that contribute to the speech development of preschool children. It is important to understand the basic meaning of the term "interpretively" which refers to reading or speaking based on the nuances of spoken language. These activities can be categorized into auditory and visual forms, and they should be consistently integrated into interactions with children. However, research has shown that educators do not always utilize these techniques to their full potential, even though each of them plays an important role in speech development. To begin with, it is essential to consider the psychological aspect of the connection between motor skills and speech, particularly the role of mirror neurons, which are interdependent. Educators should be familiar with the fundamental characteristics of preschool child development to detect any possible deviations. They play a responsible role by attentively listening to every child in the group, serving as a model for regular speech and creating an environment that encourages active listening during storytelling sessions. Educators introduce children to a variety of stories, including fairy tales, picture books, and fables with animal characters, each with its distinct features. Picture books are known for their illustrations, fairy tales often include elements of magic, and stories can be in the form of fables with animal protagonists. Key concepts related to reading picture books include monologue and dialogic reading. In the modern paradigm, children are viewed as equal participants, making dialogical reading of picture books a collaborative process. These activities take place in an environment equipped with various resources that enhance the storytelling experience. Educators must carefully consider how to present stories to children and convey their own engagement with the narrative. While telling, storytelling, and retelling are sometimes used interchangeably, they have distinct meanings. Competent narrators should possess certain skills, including maintaining eye contact, fostering warm relationships with children, encouraging children to express themselves verbally, and instilling values. Ultimately, the foundation for a well-told story lies in thorough preparation. It is crucial to work consistently each day to promote the speech development of children.
Keywords
interpretativno čitanje i kazivanje priče
govorni razvoj
pripovjedač
kompetencije
vrednote govorenoga jezika
Keywords (english)
interpretive reading and storytelling
speech development
narrator
competences
values of the spoken language
Language croatian URN:NBN urn:nbn:hr:147:373254 Study programme Title: Undergraduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-10-03 08:39:49
