master's thesis
Early literacy programes

Ana Stipić (2016)
Metadata
TitleProgrami za poticanje rane pismenosti
AuthorAna Stipić
Mentor(s)Mirjana Lenček (thesis advisor)
Abstract
Pismenost je najsnažniji pokretač ljudskog razvoja čiji temelji leže u razdoblju prije početka formalnog obrazovanja. Iz tog razloga, stvaranje jednakih uvjeta za usvajanje vještina rane pismenosti čini neizostavnu obavezu i odgovornost države, predškolskih institucija i svih stručnjaka uključenih u odgojno-obrazovni proces. U Republici Hrvatskoj, sadržaj predškolskih programa nije jasno definiran i prisutna je velika neujednačenost u razini spremnosti za školu. Iz navedenog proizlazi potreba za određivanjem konkretnih vještina koje je neophodno uključiti u program poticanja rane pismenosti te potreba za proučavanjem postojećih inozemnih programa koji mogu poslužiti kao primjer. Mogućnosti oblikovanja programa za hrvatski jezik, s obzirom na dobivene podatke o ključnim vještinama i postojećim programima, predstavljaju problemsko pitanje ovog rada. Cilj rada je doprinijeti mogućnostima stvaranja konkretnog programa za poticanje rane pismenosti, primjenjivog u ustanovama ranog i predškolskog odgoja i obrazovanja u Republici Hrvatskoj. Struktura rada sadrži teorijsku osnovu o važnosti i načinima poticanja ključnih vještina rane pismenosti, kratki prikaz hrvatskog programa „Od jezika do pismenosti“ te deskriptivnu analizu dvaju američkih programa: „School - Home Links Reading Kit: Kindergarten Activities“ i „Read it Again-PreK“ programa. U skladu s istraživanjima, sadržaj američkih programa je prikazan u okviru pet vještina rane pismenosti; fonološke svjesnosti, poznavanja slova, rječnika, pripovijedanja i znanja o tisku. Uz opis uputa i materijala za provođenje aktivnosti te prilagodbu navedenog za hrvatski jezik, prikaz svakog programa završava osvrtom na prednosti i nedostatke te mogućnostima primjene u hrvatskim predškolskim institucijama. Sve navedeno dovodi do zaključka o postojanju dobrih mogućnosti za oblikovanje konkretnog hrvatskog programa na temelju prikazanih, te vrijednosti strukturiranosti i jasnih primjera za prevenciju neujednačene spremnosti za školu kod djece i mogućih dugoročnih teškoća u čitanju i pisanju.
Keywordsearly literacy skills pre-school programs adjustment for Croatian language
Parallel title (English)Early literacy programes
Committee MembersMirjana Lenček (committee chairperson)
Luka Bonetti (committee member)
Iva Hrastinski (committee member)
GranterSveučilište u Zagrebu
Edukacijsko-rehabilitacijski fakultet
PlaceZagreb
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Education/Rehabilitation Sciences
Study programme typeuniversity
Study levelgraduate
Study programmeSpeech and Language Pathology
Academic title abbreviationmag. logoped.
Genremaster's thesis
Language Croatian
Defense date2016-09-15
Parallel abstract (English)
Literacy is the most powerful initiator of human development. Its foundation lies in the period before the beginning of formal education and, for this reason, the creation of equal conditions for the acquisition of early literacy skills is an indispensable obligation and responsibility of the State, pre-school institutions and all professionals involved in the educational process. However, in Croatia, the content of pre-school programmes is not clearly defined and there is a great disparity in the level of school readiness among first grade students. Therefore, it is necessary to define specific skills that need to be included in the early literacy programme, and to study the existing international programmes that can serve as an example. The leading question of this paper is the potential of making a programme for Croatian language, based on the collected data about necessary skills and existing programmes. The main objective is to contribute to the possibility of creating a specific programme to encourage early literacy, applicable to institutions of early and pre-school education in Croatia. The methods used in this paper include descriptive analysis of two American programmes: ‘School - Home Links Reading Kit : Kindergarten Activities’ and ‘Read it Again - PreK!’, brief review of Croatian programme ‘Od jezika do pismenosti’, and display of theoretical basis of the importance and ways to encourage certain skills. Based on numerous studies, the content of both American programmes is presented according to the five early literacy skills: phonological awareness, letter knowledge, vocabulary, narrative and print knowledge. With the description of instructions and materials for the implementation of activities and adjustments for Croatian language, the review of each programme closes with a discussion on the advantages and disadvantages, and possible adjustments of these programmes to suit Croatian pre-school institutions. All of the above demonstrates there is a potential in designing a Croatian programme based on the collected data. It also emphasizes the value of structure and distinct examples in prevention of unequal school readiness and possible long-term difficulties in reading and writing.
Parallel keywords (Croatian)rana pismenost vještine predškolski programi prilagodba za hrvatski jezik
Resource typetext
Access conditionOpen access
Terms of useAll rights reserved
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:158:352567
CommitterIvanka Šarić