Pripovedovalska škatla kot didaktični pripomoček v prvem triletju osnovne šole : magistrsko delo

Vajda, Eva

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Title:	Pripovedovalska škatla kot didaktični pripomoček v prvem triletju osnovne šole : magistrsko delo
Authors:	ID Vajda, Eva (Author) ID Kordigel Aberšek, Metka (Mentor) More about this mentor...
Files:	MAG_Vajda_Eva_2024.pdf (1,58 MB) MD5: 187706773A0B364679F0882E69CEA3DC
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Teoretični uvod v magistrskem delu na začetku vsebuje podroben opis govornega razvoja. Sledi predstavitev merjenja govornega razvoja. Predstavimo lestvico govornega razvoja in pripovedovanje zgodbe. Osredotočimo se na spodbujanje govornega razvoja in zmožnosti pripovedovanja zgodbe. Zanimal nas je tudi vpliv družinskega okolja na zmožnost pripovedovanja ter merjenje skupnega branja s ček listo. Posvetili smo se še spodbujanju razvoja zmožnosti pripovedovanja zgodbe v komunikacijskem modelu književne vzgoje. Na koncu teoretičnega dela smo podrobneje pogledali didaktične pripomočke za razvijanje zmožnosti pripovedovanja zgodbe, predstavili smo značilnosti pravljice in se osredotočili na Pripovedovalsko škatlo. V nadaljevanju smo naredili raziskavo, v kateri je sodelovalo 12 otrok. V sklopu pravljičnega krožka smo z otroki izvedli šest srečanj in se igrali s Pripovedovalsko škatlo. Želeli smo izvedeti, ali se bo pripovedovanje otrok po uporabi didaktičnega pripomočka Pripovedovalska škatla izboljšalo glede na določene kriterije. Na koncu smo prišli do ugotovitev, da so otroci po uporabi Pripovedovalske škatle povprečno uporabili več besed, več različnih besed, manjšo povprečno dolžino povedi, več enostavčnih povedi ter več priredno in podredno zloženih povedi. Izboljšava po uporabi Pripovedovalske škatle je bila vidna tudi v doseženi stopnji koherentnosti in kohezivnosti. Povprečno večje je bilo tudi število dogodkov in število pravljičnih prvin.
Keywords:	govorni razvoj, pripovedovanje, koherentnost, kohezivnost, Pripovedovalska škatla
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[E. Vajda]
Year of publishing:	2024
Number of pages:	1 spletni vir (1 datoteka PDF (XV, 166 str.))
PID:	20.500.12556/DKUM-89761
UDC:	37.015.31:159.946.3:808.543(043.2)
COBISS.SI-ID:	209595395
Publication date in DKUM:	01.10.2024
Views:	0
Downloads:	37
Metadata:
Categories:	PEF
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Licences

License:	CC BY 4.0, Creative Commons Attribution 4.0 International

Link:	http://creativecommons.org/licenses/by/4.0/
Description:	This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:	09.08.2024

Secondary language

Language:	English
Title:	Storytelling box as a didactic aid in the first three years of primary school
Abstract:	The theoretical introduction in the master's thesis contains a detailed description of speech development, followed by a presentation of the assessment of speech development. Next is the introduction of the scale of speech development and telling a story. We also focus on encouraging speech development and the ability to tell a story. We were also interested in the influence of the family environment on the ability to tell stories and the assessment of joint reading with a check list. We also strived toward promoting the development of the ability to tell a story in the communicative model of literary education. At the end of the theoretical part, we took a closer look at the didactic aids for developing the ability to tell a story, we presented the characteristics of a fairy tale and focused on the Storytelling Box. Subsequently, we conducted a survey in which 12 children participated. As part of the fairy-tale circle, we held six meetings with the children and played with the Storytelling Box. We wanted to find out whether the children's storytelling will improve according to certain criteria after using the didactic aid The Storytelling Box. In the end, we came to the conclusion that after using the Storytelling Box, the children on average used more words, more different words, a smaller average length of sentences, more simple sentences, and more subordinate clauses. The improvement after using the Storytelling Box was also visible in the achieved degree of coherence and degree of cohesiveness. On average, the number of events and the number of fairy-tale elements were also higher.
Keywords:	speech development, storytelling, coherence, cohesiveness, Storytelling Box

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