prikaz prve stranice dokumenta Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima
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master's thesis
Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima
Zagreb: University of Zagreb, Faculty of Teacher Education, 2017. urn:nbn:hr:147:625839
Šestanović Jurašinović, Ivana
University of Zagreb
Faculty of Teacher Education

Institutional repository: University of Zagreb Faculty of Teacher Education

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Šestanović Jurašinović, I. (2017). Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima (Master's thesis). Zagreb: University of Zagreb, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:147:625839

Šestanović Jurašinović, Ivana. "Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima." Master's thesis, University of Zagreb, Faculty of Teacher Education, 2017. https://urn.nsk.hr/urn:nbn:hr:147:625839

Šestanović Jurašinović, Ivana. "Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima." Master's thesis, University of Zagreb, Faculty of Teacher Education, 2017. https://urn.nsk.hr/urn:nbn:hr:147:625839

Šestanović Jurašinović, I. (2017). 'Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima', Master's thesis, University of Zagreb, Faculty of Teacher Education, accessed 04 January 2025, https://urn.nsk.hr/urn:nbn:hr:147:625839

Šestanović Jurašinović I. Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima [Master's thesis]. Zagreb: University of Zagreb, Faculty of Teacher Education; 2017 [cited 2025 January 04] Available at: https://urn.nsk.hr/urn:nbn:hr:147:625839

I. Šestanović Jurašinović, "Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima", Master's thesis, University of Zagreb, Faculty of Teacher Education, Zagreb, 2017. Available at: https://urn.nsk.hr/urn:nbn:hr:147:625839

Metadata
TitleRazlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima
Title (english)Differences in Initial State of Preschool Speech Development Considerine Exposure to Methodical
AuthorIvana Šestanović Jurašinović
MentorMartina Kolar Billege (mentor)
MentorVesna Budinski (sumentor)
Committee memberVesna Budinski (predsjednik povjerenstva)
Committee memberMartina Kolar Billege (član povjerenstva)
Committee memberTamara Jurkić-Sviben (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Teacher Education
Zagreb
Defense date and country2017-12-13, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Developmental Psychology
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Early Childhood and Preschool Pedagogy
Abstract
Diplomski rad o temi Razlike u inicijalnom stanju govornog razvoja djece predškolske dobi s obzirom na izloženost metodičkim poticajima prikazuje teorijske postavke usvajanja govorenoga modaliteta jezika u ranom i predškolskom razdoblju. Na temelju spoznaja o važnosti utjecaja metodički osmišljenih aktivnosti na dječji jezični razvoj, ispitali smo razlike u govornom razvoju djece koja su bila uključena u dječji vrtić od rane dobi i djece koja su uključena tek u predškolskom periodu (N = 25). Rezultati dobiveni ovim inicijalnim istraživanjem ukazuju na to da su djeca koja su uključena tek u predškolski program bila uspješnija u glasovnoj analizi i sintezi. To je moguće objasniti pretpostavkom da su u obiteljskom okruženju bili više uključeni u veći broj individualnih komunikacijskih situacija govorenja i slušanja.
Abstract (english)
Graduate thesis on the topic The differences in the initial state of speech development of pre-school children regarding the exposure to methodic stimulants shows theoretical assumptions of adopting spoken language modality in the early and pre-school period. Due to understanding the importance of methodically designed activities influence on children's language development, we investigated differences in speech development of children involved in early nursery and nursery school children (N = 25). The results obtained by this initial research suggest that children who are only included in the preschool program were more successful in phonological analysis and synthesis. This can be explained by the assumption that they are more involved in a greater number of individual communicative situations of speaking and listening in the family environment.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:147:625839
Study programmeTitle: Graduate University Study of Early and Preschool Education
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2019-05-02 11:41:14