153 KB61 KB95 KB149 KB57 KB200520252006Fekonja Peklaj, UrškaMarjanovič Umek, Ljubicaštevilka:5letnik:57 = 123ISSN:0038-0474COBISSID:33451106URN:URN:NBN:SI:doc-K7TG7WPNslZveza društev pedagoških delavcev SlovenijeSodobna pedagogikadružinafamilygovorni razvojotroški vrtcipredšolska vzgojapredšolski otrociraziskaveSloveniaSlovenijaUčinek vrtca na otrokov govorni razvoj| slovenska vzdolžna študija|The purpose of this longitudinal study was to study the effect of preschool on children's language development in connection with the age at which children enrol in preschool and children's family environments. The sample included children who attended a Slovenian preschool and/or a Slovenian primary school at the last assessment. Approximately half of the children in the sample began attending preschool at the age of 1 and the other half at theage of 3. We first assessed the children when they were approximately 3 years old and they were then followed for 3 years. Children's language competence was assessed four times at one-year intervals and the quality of the children's family environment twice (when the children were approximetely 4 and 6 years old). The results obtained indicate that the effect of preschool alone, or age at preschool enrolment, is low but increases in combination with the education of the children's mothers. Preschool has a statistically significant effect on the language development of children whose mothers have a low education level and who often have a less stimulating family environment. The results also show that the effect of the mother's education on a child's language development increases with the child's ageNamen pričujoče vzdolžne raziskave je bil proučiti učinek vrtca na otrokov govorni razvoj, in sicer v povezavi s starostjo, pri kateri so bili otroci vključeni v vrtec, in v povezavi z otrokovim družinskim okoljem. V vzorec so bili vključeni otroci, ki so obiskovali enega izmed slovenskih vrtcev oz. pri zadnjem ocenjevanju eno izmed šol. Približno polovica otrok iz vzorca je bila v vrtec vključena pri enem, druga polovica pa pri treh letih starosti. Otroke smo prvič ocenjevale, ko so bili stari približno tri leta, potem pa smo jih spremljale še tri leta. Govorno kompetentnost otrok smo štirikrat ocenjevale včasovnem presledku enega leta, kakovost otrokovega družinskega okolja pa dvakrat (pri starosti otrok približno 4 in 6 let). Dobljeni rezultati kažejo, da je učinek zgolj vrtca oz. starosti pri kateri so bili vključeni v vrtec, majhen, se pa poveča v povezavi z izobrazbo mater otrok. Vrtec pomembno učinkuje na govorni razvoj otrok, katerih matere imajo nizko izobrazbo in ki pogosto žive v manj spodbudnem okolju. Rezultati tudi kažejo, da se učinek materine izobrazbe na otrokov govorni razvoj veča z otrokovo starostjoTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije