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master's thesis
Rana pismenost kod trogodišnjaka i četverogodišnjaka
Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2016. urn:nbn:hr:158:448747
Šimek, Martina
University of Zagreb
Faculty of Education and Rehabilitation Sciences

Institutional repository: Faculty of Education and Rehabilitation Sciences

Cite this document

Šimek, M. (2016). Rana pismenost kod trogodišnjaka i četverogodišnjaka (Master's thesis). Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:158:448747

Šimek, Martina. "Rana pismenost kod trogodišnjaka i četverogodišnjaka." Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:158:448747

Šimek, Martina. "Rana pismenost kod trogodišnjaka i četverogodišnjaka." Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:158:448747

Šimek, M. (2016). 'Rana pismenost kod trogodišnjaka i četverogodišnjaka', Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, accessed 24 November 2024, https://urn.nsk.hr/urn:nbn:hr:158:448747

Šimek M. Rana pismenost kod trogodišnjaka i četverogodišnjaka [Master's thesis]. Zagreb: University of Zagreb, Faculty of Education and Rehabilitation Sciences; 2016 [cited 2024 November 24] Available at: https://urn.nsk.hr/urn:nbn:hr:158:448747

M. Šimek, "Rana pismenost kod trogodišnjaka i četverogodišnjaka", Master's thesis, University of Zagreb, Faculty of Education and Rehabilitation Sciences, Zagreb, 2016. Available at: https://urn.nsk.hr/urn:nbn:hr:158:448747

Metadata
TitleRana pismenost kod trogodišnjaka i četverogodišnjaka
Title (english)Early literacy in 3 an 4 years old children
AuthorMartina Šimek
MentorMirjana Lenček (mentor)
Committee memberMirjana Lenček (predsjednik povjerenstva)
Committee memberDraženka Blaži (član povjerenstva)
Committee memberEmica Farago (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Education and Rehabilitation Sciences
Zagreb
Defense date and country2016-09-13, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Speech Therapy
Abstract
Cilj ovog diplomskog rada je opisati znanja iz područja rane pismenosti koja posjeduju trogodišnjaci i četverogodišnjaci kako bi se dobio uvid u razvoj vještina rane pismenosti kod navedenih dobnih skupina. Rana pismenost ispitana je Upitnikom za procjenu rane pismenosti (prema Lenček, Ivšac Pavliša i Smiljanić, 2012) i zadatcima fonološke svjesnosti iz PredČip testa (Kuvač Kraljević, Lenček, 2012) na uzorku od 20 trogodišnjaka i 20 četverogodišnjaka urednog govorno – jezičnog razvoja, polaznika DV Trešnjevka u Zagrebu. Rezultati Mann Whitney U testa su pokazali da postoji statistički značajna razlika između trogodišnjaka i četverogodišnjaka na skupnim varijablama: koncept o tisku, precrtavanje, fonološka svjesnost i poznavanje slova, dok na izranjajućem čitanju i pisanju nije dobivena statistički značajna razlika. Kvalitativnom analizom utvrđeno je da postoji razlika u težini zadataka između navedenih dobnih skupina. Četverogodišnjacima su najlakši zadatci precrtavanja, a najteže im je poznavanje slova, dok trogodišnjaci veću uspješnost pokazuju u zadatcima fonološke svjesnosti, a najmanju uspješnost pokazuju u poznavanju slova, kao i četverogodišnjaci.
Abstract (english)
The purpose of this study is to describe early literacy knowledge of three and four year old children and evaluate development of early literacy skills by three and four year old children. Early literacy knowledge was assessed using Questionnaire for early literacy assessment ( Lenček, Ivšac Pavliša and Smiljanić, 2012) and tasks for phonological awareness assessment from PredČiP test ( Kuvač Kraljević, Lenček, 2012). Twenty of three year old and twenty of four year old typical speech and language development children from Trešnjevka Kindergarten participated in the research. Results of Mann Whitney U test showed that there is statistically significant difference between age groups on concept ąbout print, tracing, phonological awareness and alphabet knowledge, while there isn't statistically significant difference on emergent reading and writing. Qualitative analysis showed that there is difference in tasks difficulty between age groups. Four year old children are most successful on tracing tasks, three year old children are most successful on phonological awareness tasks, while both age groups are least successful on alphabet knowledge tasks.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:158:448747
Study programmeTitle: Speech and Language Pathology
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2016-12-12 11:51:20