877 KB53 KB200520252018Fekonja, UrškaHacin Beyazoglu, KajaMarjanovič Umek, Ljubicaštevilka:1letnik:69 = 135str. 10-27, 126-144ISSN:0038-0474COBISSID:66564962URN:URN:NBN:SI:doc-83CUBNTLenslZveza društev pedagoških delavcev SlovenijeSodobna pedagogikachildhood developmentcurriculumearly childhoodearly literacykindergartenskurikulumliteracy programsopismenjevanjeotroški vrtcipredšolska vzgojapredšolski otrocizgodnja pismenostZgodnja pismenost otrok| Children's early literacy| the effect of preschool and family factors| učinek vrtčevskih in družinskih dejavnikov|In this longitudinal study, we established the effect of additional activities used by professionals in two preschool groups to systematically achieve goals related to early literacy within the framework of preschool curriculum on children's achievements in several aspects of early literacy. Children's early literacy was also analysed in relation to parental education, children's age at entry into preschool and several factors of family literacy. The study included 46 children aged 5.1 to 6 years. Using the selected instruments, various aspects of children's early literacy - their graphomotor skills, storytelling and metalinguistic awareness - were analysed twice within a three-month period and assessed by the preschool teachers. The obtained results showed that, between the first and second assessment, children from both preschool groups significantly progressed in all areas of early literacy. Factors related to family literacy were not significantly related to children's early literacy, nor was children's age at entry into preschool. However, the children of parents with a lower level of education, who attended preschool for a longer period of time, narrated developmentally more complex stories compared to children who entered preschool at a higher age, indicating the compensatory role of preschoolV vzdolžni raziskavi smo preučili učinek dodatnih dejavnosti, s katerimi so strokovni delavci v dveh vrtčevskih oddelkih v okviru kurikula za vrtce načrtno sledili ciljem porajajoče se pismenosti, na dosežke otrok na več področjih zgodnje pismenosti. Zgodnjo pismenost otrok smo preučili tudi v povezavi z izobrazbo njihovih staršev, starostjo pri vključitvi v vrtec ter nekaterimi dejavniki družinske pismenosti. V raziskavo smo vključili 46 otrok, starih od 5;1 do 6 let. Z izbranimi pripomočki smo dvakrat v premoru približno treh mesecev ocenili različne vidike zgodnje pismenosti otrok, in sicer grafomotorične spretnosti, pripovedovanje zgodbe in metajezikovno zavedanje; zgodnjo pismenost otrok pa sta ocenili tudi vzgojiteljici. Dobljeni rezultati so pokazali, da so v obdobju med prvim in drugim ocenjevanjem otroci iz obeh oddelkov pomembno napredovali na vseh področjih zgodnje pismenosti. Dejavniki družinske pismenosti se niso pomembno povezovali z zgodnjo pismenostjo otrok, prav tako tudi ne starost otroka ob vstopu v vrtec. So pa otroci staršev z nižjo stopnjo izobrazbe, ki so bili v vrtec vključeni dalj časa, pripovedovali razvojno zapletenejše zgodbe v primerjavi z otroki, ki so v vrtec vstopili kasneje, kar kaže na kompenzatorno vlogo vrtcaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije