文章基本信息

标题：The impact of reading on language development in the preschool children
其他标题：Otroška literatura kot kontekst za govorni razvoj predšolskega otroka
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作者：Ljubica Marjanovič Umek ; Urška Fekonja ; Simona Kranjc 等
期刊名称：Psihološka Obzorja
电子版ISSN：2350-5141
出版年度：2002
卷号：11
期号：1
页码：51-64
语种：English
出版社：Slovenian Psychologists' Association
摘要：The importance of the role played by children's literature in the child's mental,social and linguistic development and in the development of his or her basic academic skills,such as reading andwriting,has been confirmed by numerous studies.A central issue in developmental psychology is what activities related to children's books exert an influence on the child's development and in what ways.Thisinterest in children's books and in child language development places our research into two scientific disciplines,viz.psychology and linguistics.The study explores the impact of systematic and regular readingof selected children's books in preschool institutions on the development of language competences in children aged four to six years,boys and girls.Other contributing factors whose relevance for languagedevelopment has been either postulated by theories or highlighted by empirical studies,are also observed - e.g.parents' education,number of books in the family,quality of education in the family (frequencyof conversations,visits to cultural events,reading books together,etc.).The children included in the study all attend a preschool institution with an educational program which is based on the national curriculumand which targets also the language area.The children in the experimental group are submitted to additional reading of selected children's literature.The development of children's linguistic competences isfollowed using two methods: analysis of answers on The Vane evaluation of language scale (The Vane-L) and analysis of transcripts of story retelling after the child has been read H.Ch.Andersen's fairy taleThe Princess and the Pea.The results show,that the children who were systematically read selected children's books in their preschool groups,achieved significantly higher scores on the standardized Vanelanguage development scale and on the unstandardized test of retelling a story.Correlations between some of the children's results achieved on both tests and the quality of language education in the family(mother's education,family environment and family activities) were low but statistically significant.The results of the study may also serve as an expert platform underlying introduction of various curricularcomponents and methods specifically targeting language development.
其他摘要：Pomen in vlogo otroške knjige na otrokov razvoj,in sicer tako na miselni in socialni kot tudi jezikovni,in na razvoj nekaterih temeljnih akademskih spretnosti,kot so branje,pisanje,so potrdile številne raziskave.To,kar nas v razvojni psihologiji posebej zanima je,katere dejavnosti,vezane na otroško knjigo,vplivajo na otrokov razvoj in kako.In ker je predmet našega preučevanja otroška knjiga in otrokov jezikovni razvoj,je preučevanje problema umeščeno v dve znanstveni disciplini,to je v psihologijo in jezikoslovje.V raziskavi preučujemo vpliv načrtnega in rednega branja izbrane otroške literature v vrtcu na razvoj jezikovne kompetence pri otrocih,starih od 4 do 6 let,pri deklicah in dečkih.Hkrati nas zanima tudi vpliv drugih,na ravni teorij jezikovnega razvoja in rezultatov nekaterih empiričnih raziskav,pomembnih dejavnikov,npr.izobrazba staršev,število knjig v družini,kakovost vzgoje v družini (pogostnost pogovarjanja,obiskovanja kulturnih prireditev,skupno branje itn.),ki sovplivajo na jezikovni razvoj.Vsi v raziskavo vključeni otroci obiskujejo vrtec,v katerem so deležni nacionalnega kurikula,ki s svojimi cilji in dejavnostmi posega tudi na jezikovno področje,ob tem pa so otroci,ki so vključeni v eksperimentalno skupino (ES),deležni še dodatnega branja izbrane otroške literature.Razvoj otrokove jezikovne kompetence ugotavljamo na dva načina,in sicer z analizo odgovorov na standardizirani lestvici govornega razvoja (Vane evaluation of language scale) The Vane-L in z analizo zapisa otrokove ustne obnove zgodbe (retelling story),potem ko mu je eksperimentator prebral otroško pravljivo H.C.Andersena Kraljična na zrnu graha.Rezultati potrjujejo,da otroci,ki so bili deležni dodatnega branja otroške literature v vrtcu,dosegajo pomembno višje rezultate na standardizirani lestvici govornega razvoja in na preizkušnji pripovedovanja zgodbe.Nekateri rezultati,ki so jih otroci dosegli na teh meritvah pa so nizko,vendar statistično pomembno povezani s kakovostjo govorne vzgoje v družini,in sicer z izobrazbo mame,družinskim okoljem in dejavnostmi v družini.Dobljeni rezultati so uporabni tudi kot osnova za vgrajevanje različnih pristopov v kurikulum,ki so še posebej strokovno utemeljena za področje razvoja jezika.
关键词：children's literature;systematic reading in preschool institutions;language competences;storytelling;parents' education;quality of education;family;preschool children
其他关键词：otroška literatura;sistematično branje;vrtci;govorne zmožnosti;samostojno pripovedovanje zgodbe;izobrazba staršev;kakovost vzgoje;družina;predšolski otroci