{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-66TYATN0/7eb54579-778b-424b-8013-88a2b232ea38/PDF","dcterms:extent":"431 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-66TYATN0/f9cfb28b-c013-4b70-8cd3-9124f4aff815/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-66TYATN0","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2019","dc:creator":["Fekonja, Urška","Hacin Beyazoglu, Kaja","Marjanovič Umek, Ljubica"],"dc:format":[{"@xml:lang":"sl","#text":"številka:3"},{"@xml:lang":"sl","#text":"letnik:70 = 136"},{"@xml:lang":"sl","#text":"str. 10-23, 112-125"}],"dc:identifier":["ISSN:0038-0474","COBISSID:70512226","URN:URN:NBN:SI:doc-66TYATN0"],"dc:language":["en","sl"],"dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"branje"},{"@xml:lang":"sl","#text":"grafomotorične spretnosti"},{"@xml:lang":"sl","#text":"otroški vrtci"},{"@xml:lang":"sl","#text":"predšolska vzgoja"},{"@xml:lang":"sl","#text":"predšolski otroci"},{"@xml:lang":"sl","#text":"pripovedovanje zgodb"},{"@xml:lang":"sl","#text":"razvojna psihologija"},{"@xml:lang":"sl","#text":"zgodnja pismenost"},{"@xml:lang":"sl","#text":"zgodnje otroštvo"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Dodatni program za spodbujanje zgodnje pismenosti v vrtcu| kratkoročni in dolgoročni učinki| short- and long-term outcomes| Supplementary programme to support early literacy in preschool|"},"dc:description":[{"@xml:lang":"sl","#text":"The aim of this longitudinal study was to identify the short- and long-term effects of a supplementary programme in preschool designed to encourage children's early literacy skills. The programme was conducted for three months by preschool professionals; the children who participated in the programme were scheduled to enter primary school the following year. The sample included 45 children from two preschools. The children%s literacy skills (graphomotor skills, metalinguistic awareness and storytelling ability) were assessed three times: before and immediately after the implementation of the supplementary programme, when children were aged on average 5;6 years, and at the end of their first year of primary school (first grade) one year later. The findings showed that the children%s literacy skills improved significantly within the three-month period of the programme implementation. Furthermore, we found that the children who made the greatest progress in their metalinguistic awareness and graphomotor skills during the first and second assessments also expressed higher metalinguistic awareness and graphomotor skills by the end of the first grade"},{"@xml:lang":"sl","#text":"Namen vzdolžne študije je bil preučiti tako kratkoročne kot tudi dolgoročne učinke trimesečnega dodatnega programa v vrtcu, ki je bil namenjen spodbujanju zgodnje pismenosti otrok. Program so izvajali strokovni delavci v vrtcu v letu pred vstopom otrok v osnovno šolo. V vzorec je bilo vključenih 45 otrok iz dveh oddelkov vrtca. Zgodnjo pismenost otrok (grafomotorične spretnosti, metajezikovno zavedanje in pripovedovanje zgodbe) smo ocenili trikrat, in sicer dvakrat v vrtcu % pred izvedbo dodatnega programa in neposredno po njem, ko so bili otroci v povprečju stari 5;6 let % ter eno leto kasneje, ob zaključku prvega razreda osnovne šole. Rezultati so pokazali, da so otroci v obdobju izvajanja dodatnega programa pomembno napredovali na vseh področjih zgodnje pismenosti. Poleg tega smo ugotovili, da so otroci, ki so v času od prvega do drugega ocenjevanja najbolj napredovali v metajezikovnem zavedanju in grafomotoričnih spretnostih, tudi ob koncu prvega razreda dosegli višje metajezikovno zavedanje in imeli bolj razvite grafomotorične spretnosti"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-66TYATN0","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-66TYATN0"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-66TYATN0/7eb54579-778b-424b-8013-88a2b232ea38/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-66TYATN0/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-66TYATN0"}}}}