Vpliv levoročnosti na razvoj grafomotorike pri otrocih, starih od 4 do 6 let

Hedl, Maša

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Title:	Vpliv levoročnosti na razvoj grafomotorike pri otrocih, starih od 4 do 6 let
Authors:	ID Hedl, Maša (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	VS_Hedl_Masa_2020.pdf (851,31 KB) MD5: 6515D745E978F347F7F714FCEE9D96F2 PID: 20.500.12556/dkum/8652c0be-05eb-4a28-8e6f-cd756a3b7a32
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Pisanje je ena od komunikacijskih sposobnosti, ki se začne razvijati že v predšolskem obdobju. Sprva se mora otrok naučiti in pridobiti ustrezna znanja pravilne drže telesa in pisala, same orientacije v prostoru in na formatu, ki ga uporablja. Kasneje pa te veščine uporabi. Da bi vzgojitelj kvalitetno sooblikoval proces, mora med drugimi biti pozoren tudi na stranskost otroka. Dominanca se pri otrocih navadno pokaže med tretjim in četrtim letom starosti. Sama stranskost nikakor ni vzrok za slabšo učno zmožnost ali uspešnost otroka. V teoretičnem delu smo se osredotočili na opismenjevanje kot proces, na osnove pisanja, razvoj fine in grobe motorike. Eno poglavje pa smo namenili tudi grafomotoričnim spretnostim, razvoju grafomotorike in motnjam v razvoju grafomotorike. Posebno pozornost pa smo namenili v poglavju stranskost, kjer smo podrobneje predstavili desnoročnost, levoročnost ter tudi ambilateralnost. V empiričnem delu pa so predstavljeni in interpretirani rezultati opazovanja posameznega otroka. Namen raziskave je bil ugotoviti, ali levoročnost vpliva na razvoj ter kakovost pismenosti pri predšolskih otrokih. Ter ali imajo levoročni otroci enako možnosti za napredovanje ob enakih pogojih. Podatke smo zbrali s kvantitativno tehniko, in sicer opazovanjem. Opazovanje je potekalo enkrat, opazovali pa smo pravilno telesno držo in držo pisala, ter število odklonov pri napisani navpični, ravni črti. Ugotovili smo, da imajo levični otroci enake možnosti ob enakih pogojih za napredovanje ter, da levoročnost ne vpliva na kakovost pismenosti pri predšoslkih otrokih.
Keywords:	pisanje, opismenjevanje, levoročnost, drža telesa, drža pisala
Place of publishing:	Maribor
Publisher:	[M. Hedl]
Year of publishing:	2020
PID:	20.500.12556/DKUM-78335
UDC:	373.2:82:159.946.4(043.2)
COBISS.SI-ID:	47469315
NUK URN:	URN:SI:UM:DK:4KGFI0QC
Publication date in DKUM:	21.01.2021
Views:	1249
Downloads:	156
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	09.12.2020

Secondary language

Language:	English
Title:	Influence of left-handedness to development of graphology functions at children, aged 4 to 6
Abstract:	Writing is one of communication abilities which is beginning to develop in the pre-school period. Firstly, a child has to learn and gain appropriate knowledge about the correct body posture and pen position, orientation in space, and the format he/she uses. Later, he uses his skills. In order to be a co-former of the process, the kindergarten teacher has to be attentive which side the child uses. Dominance is usually revealed at the age between the third and the fourth year. Sidedness itself is never the reason for worse learning ability or successfulness of a child. We have focused on the process of literacy, bases of writing, developmetn of fine and rough motoric functions. One chapter is focused on graphology skills, developmetn of graphologym, and dysfuncitons in the graphology development. We have especially focused on the chapter about sidedness where we have presented right-handedness, left-handedness, and ambilaterality. The empirical part presents and interpret the results of the individual child's observation. The purpose of the research has been to discover if left-handedness influences the developmetn and quality of literacy of pre-school children and if the left-handed children have the same opportunities for progress with the same conditions. We have collected the data with quantitative techniques – observation. We have done that once. We have observed the correct body posture, holding of pen, and the number of deviation with the written vertical line. We have discovered that left-handed children have the same opportunities with the same conditions for progress and that left-handedness does not affect the quality of literacy with pre-school children.
Keywords:	writing, literacy, left-handedness, body posture, holding of a pen

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