Programi za poticanje rane pismenosti

master's thesis

• Title (english): Early literacy programes
• Author: Ana Stipić
• Mentor: Mirjana Lenček (mentor)
• Committee member: Mirjana Lenček (predsjednik povjerenstva)
• Committee member: Luka Bonetti (član povjerenstva)
• Committee member: Iva Hrastinski (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2016-09-15, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

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.

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.

• Keywords: rana pismenost; vještine; predškolski programi; prilagodba za hrvatski jezik
• Keywords (english): early literacy; skills; pre-school programs; adjustment for Croatian language
• Language: croatian
• URN:NBN: urn:nbn:hr:158:352567
• Study programme: Title: Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2016-12-12 12:04:59