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Title:GOVORNE ZMOŽNOSTI OTROK V 1. RAZREDU OSNOVNE ŠOLE
Authors:ID Rosenstein, Nežika (Author)
ID Ropič Kop, Marija (Mentor) More about this mentor... New window
Files:.pdf MAG_Rosenstein_Nezika_2015.pdf (747,83 KB)
MD5: 3003C9B2DB2909729F6593AB48D42BE4
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Človeku je dano, da lahko komunicira s svetom s pomočjo govora, ki pa ni prirojen, ampak se ga je potrebno naučiti. Učimo se ga od rojstva in ga utrjujemo celo življenje. Poleg staršev in okolice so zelo pomembni dejavniki razvoja govora vzgojitelji ter šolski učitelji, ki poleg učenja govor razvijajo, spremljajo in opozarjajo na morebitne napake in težave pri govorjenju. V magistrski nalogi z naslovom Govorne zmožnosti otrok v 1. razredu osnovne šole smo v teoretičnem delu predstavili dejavnike govornega razvoja in celoten govorni razvoj, ki poteka že pred rojstvom. Posvetili smo se tudi govorno-jezikovnim motnjam, ki se lahko razvijejo tekom učenja ali pa so prirojene. Ker je za govorni razvoj najpomembnejše predšolsko obdobje, smo predstavili tudi vlogo vzgojitelja in učitelja ter vpliv vrtca in vrstnikov. Magistrska naloga vsebuje poleg teoretičnega tudi empirični del, kjer smo ugotavljali govorno razvitost učencev prvega razreda osnovne šole. Z uporabo deskriptivne in kavzalno-neeksperimentalne metode empiričnega pedagoškega raziskovanja smo ugotavljali razlike v fluentnosti in fleksibilnosti govora, oceni govora, uporabi enostavčnih in večstavčnih povedi ter številu besed v povedih, in sicer na neslučajnostnem priložnostnem vzorcu učencev prvega razreda. Ugotavljali smo govorno razvitost učencev glede na spol in število preživetih mesecev v vrtcu. Podatke smo pridobili s pomočjo opazovanja s tehničnimi sredstvi (diktafon) ter anketnim vprašalnikom za starše. V raziskavo je bilo vključenih 70 učencev, 35 deklic in 35 dečkov, iz dveh savinjskih in ene zasavske šole. Pridobljene podatke smo statistično obdelali s programom SPSS. Ugotovili smo, da med spoloma ne obstajajo statistično značilne razlike v govornem razvoju. Prav tako ni statistično značilnih razlik v govornem razvoju med učenci glede na število preživetih mesecev v vrtcu. Obstajajo minimalne razlike, ki so pokazale, da je govorni razvoj boljši pri tistih otrocih, ki so dlje časa obiskovali vrtec. Vendar to ne moremo statistično potrditi.
Keywords:govor, govorni razvoj, pripovedovanje, komunikacija, fluentnost, fleksibilnost, enostavčne povedi, večstavčne povedi
Place of publishing:Maribor
Publisher:[N. Rosenstein]
Year of publishing:2015
PID:20.500.12556/DKUM-54567 New window
UDC:81'233-053.4/.5(043.2)
COBISS.SI-ID:21671944 New window
NUK URN:URN:SI:UM:DK:C5OEEGYM
Publication date in DKUM:29.10.2015
Views:2090
Downloads:267
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
ROSENSTEIN, Nežika, 2015, GOVORNE ZMOŽNOSTI OTROK V 1. RAZREDU OSNOVNE ŠOLE [online]. Master’s thesis. Maribor : N. Rosenstein. [Accessed 30 August 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=54567
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Secondary language

Language:English
Title:VERBAL CAPABILITIES OF CHILDREN IN THE 1ST GRADE OF PRIMARY SCHOOL
Abstract:A human being is given the capability to communicate with the world with the use of speech, which is not genetic, but needs to be learned. We are learning how to speak from our birth and we are developing it for all of our life. Along with parents and our surroundings, educators and teachers also present an important factor of speech development, since they do not just teach the speech itself, but are also responsible for speech development, monitoring and warning of the possible speech mistakes and difficulties. In the theoretical part of the master’s thesis Verbal Capabilities of Children in the 1st Grade of Primary School, we have presented the speech development factors and the entire speech development that is occurring even before birth. A special emphasize was made also on the speech and language disorders that can develop during learning or are genetic. Due to the fact that preschool period is most important for the speech development, the role of the educator and the teacher is presented as well as the influence of the kindergarten and the peers. Along with the theoretical part, this master’s thesis includes also an empirical part. In this part we were establishing the speech development of the first grade pupils. With the use of descriptive and causal non-experimental research method we have been searching for the differences in the fluency and flexibility of the speech, the evaluation of the speech, the use of simple and compound sentences and the number of words in sentences. This research was employed on non-randomized convenience sampling of first grade pupils. We were discovering the speech development of the pupils according to their sex and the number of months spent in the kindergarten. The data was collected with observation with technical means (voice recorder) and a questionnaire for the parents. The study involved a total of 70 pupils, 35 girls and 35 boys, from two schools in Savinja Valley (Savinjska dolina) and one school in Central Sava Valley (Zasavje). The collected data was statistically analysed with the SPSS programme. We have discovered that there are no statistically distinctive differences in the speech development and also no statistically distinctive differences in the speech development among pupils according to the number of months spent in the kindergarten. There are some minimal differences, showing that the speech development is better with the children, who have been in the kindergarten for a longer period of time, but we cannot confirm this findings statistically.
Keywords:speech, speech development, narration, communication, fluency, flexibility, simple and compound sentences


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