Procjena fonološke svjesnosti djece pred polazak u školu kao podloga za suvremeni metodički pristup početnom opismenjivanju

master's thesis

• Author: Ivana Balen
• Mentor: Martina Kolar Billege (mentor)
• Committee member: Vesna Budinski (predsjednik povjerenstva)
• Committee member: Tamara Jurkić Sviben (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2018-09-12, 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

Rana pismenost kao dio predčitalačkog razdoblja opismenjivanja odnosi se na preduvjete koje je potrebno ostvariti prije organiziranog poučavanja u okviru nastave Hrvatskog jezika. Formalnom poučavanju čitanja i pisanja koje počinje u prvom razredu osnovne škole prethode mnoge (pred)vještine kojima dijete ovladava od rođenja pa do polaska u školu. Budući da su čitanje i pisanje jezične djelatnosti kojima prethode razvijene jezične djelatnosti slušanja i govorenja, od iznimne je važnosti da roditelji, a osobito odgojitelji u svojim predškolskim programima veliku važnost pridaju razvoju djetetove slušne percepcije te razvoju govora.
Fonološka svjesnost ili glasovna osjetljivost uključuje slušnu obradu glasova u riječi na kojoj se temelje vještine čitanja i pisanja, a relevantna istraživanja u području početne pismenosti ističu upravo fonološke varijable kao presudne za uspješno ovladavanje tim vještinama.
Ovaj rad prikazuje teorijske osnove razvoja djetetova jezika i govora kao i važnost razvoja fonološke svjesnosti djeteta za buduće ovladavanje vještinama čitanja i pisanja. Nadalje, prikazuje na koji način odgojitelji mogu planirati i provoditi aktivnosti s ciljem razvoja fonološke svjesnosti djeteta od najranije dobi, poštujući pritom razvojni kontinuum usvajanja fonoloških vještina.
Cilj provedenog istraživanja bio je procijeniti razinu fonološke svjesnosti (analiza i sinteza riječi, slušna percepcija i slušno razlikovanje) djece pred polazak u školu te utvrditi njenu povezanost s uspješnosti rješavanja zadataka predznanja pismenosti u hrvatskome jeziku. Istraživanju je provedeno na prigodnom uzorku, a sastoji se od 21 ispitanika, djece školskih obveznika koji su uključeni u redovni program jednog zagrebačkog vrtića.
Rezultati dobiveni ovim istraživanjem ukazuju kako je većinski postotak djece ispitanika doseglo razvojno očekivanu razinu fonološke svjesnosti, a utvrđeno je i kako među ispitanicima postoji pozitivna, statistički značajna korelacija uspješnosti rješavanja zadataka fonološke svjesnosti i predznanja pismenosti.
Premda ograničene relevantnosti zbog malog broja ispitanika, prikazani rezultati mogu poslužiti odgojiteljima kao pokazatelj ostvarenosti preduvijeta za učenje čitanja i pisanja te učiteljima u daljnjem planiranju metodičkih aktivnosti u nastavi početnog čitanja i pisanja.

Abstract (english)

Early literacy, as part of the pre-reading period of acquiring literacy skills, refers to preconditions that need to be met before the organized teaching in the course of Croatian language. Formal teaching of reading and writing that begins in the first grade of elementary school is preceded by many skills that a child has mastered from birth to school. Since reading and writing are language activities that are preceded by language listening and speaking skills, it is of utmost importance that parents, and especially preschool teachers, through their preschool programs, attach great importance to the development of a child's listening perception and speech development.
Phonological awareness or voice sensitivity involves auditory processing of voices within words, on which reading and writing skills are based, and relevant research in the field of early literacy emphasizes phonological variables as being crucial for successful mastering of these skills.
This paper presents the theoretical basis for the development of the child's language and speech, as well as the importance of developing the phonological awareness of a child, as basis for acquiring reading and writing skills in the future. Furthermore, it shows how teachers can plan and implement activities aimed at developing phonological awareness of a child from the earliest age, while respecting the developmental continuity of phonological skills adoption.
The aim of the research was to evaluate the level of phonological awareness (analysis and synthesis of words, auditory perception and auditory differentiation) of preschool children and to determine its correlation with the successfulness of solving Croatian language literacy tasks. The survey was conducted on a convenience sample, consisting of 21 subjects, preschool children enrolled in the regular program of a kindergarten in Zagreb.
The results obtained by this research indicate that the majority of the subjects has reached the developmental level of phonological awareness, and a positive, statistically significant, correlation between the success of solving phonological awareness tasks and early literacy has been established.
Although limited in their relevancy due to a small sample size, these results can be used by teachers as an indicator of preconditions for learning reading and writing, as well as

• Keywords: fonološka svjesnost; rana pismenost; predčitačke vještine; početno čitanje i pisanje
• Keywords (english): phonological awareness; early literacy; pre-reading skills; early reading and writing
• Language: croatian
• URN:NBN: urn:nbn:hr:147:496656
• 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: 2018-09-18 11:06:28