| Abstract | Pojedina istraživanja ukazuju na to da dijete i prije rođenja čuje i pozitivno reagira na poznate zvukove. Neposredno po rođenju počinje komunicirati, a razvoj je govora najintenzivniji tijekom prvih triju godina djetetova života. Prvi su djetetov govorni model njegovi skrbnici, a potom odgojitelji u odgojno-obrazovnome procesu koji imaju značajnu ulogu poticati govorenje kvalitetnim sadržajima i materijalima. Uloga je odgojno-obrazovne ustanove poticanje cjelovitog rasta i razvoja te odgoj, učenje i razvoj kompetencija, što se odnosi i na obogaćivanje djetetove govorne kompetencije i slobodu izražavanja. Priča ima jedan snažni odgojni, govorni, socijalni i obrazovni poticaj. Svaka priča treba imati svoje mjesto, način izlaganja i svoje vrijeme. Tijekom čitanja ili pripovijedanja priče atmosfera treba biti mirna, bez ometanja, a priča treba biti kvalitetno iznesena. Odgojitelj treba izabrati priču prema dječjem interesu, razvojnom stupnju i mogućnostima. Pričom i pripovijedanjem djecu se može potaknuti na različite oblike izražavanja i stvaranja kao što je stvaranje priča, prepričavanje, igre uloga, dramatizacija, likovno, glazbeno i pokretno izražavanje te dijaloško čitanje.
Ovim diplomskim radom želi se osvijestiti i ispitati mišljenje odgojitelja o važnosti priče kao i o tome je li ona poticaj za govorno izražavanje i stvaranje. Empirijskim istraživanjem u internetskom upitniku sudjelovalo je 60 odgojiteljica od kojih se većina složila u tome da je priča izvrstan poticaj za govorno izražavanje i stvaranje. |
| Abstract (english) | Certain studies indicate that even before birth a child hears and reacts positively to familiar sounds. He begins to communicate immediately after birth, and speech development is most intense during the first three years of a child's life. The child's first speech model are his guardians, and later the educators in the educational process, who have a significant role in encouraging speaking with quality content and materials. The role of the educational institution is to encourage integral growth and development, as well as upbringing, learning and development of competences, which also refers to the enrichment of the child's speech competence and freedom of expression. The story has a strong educational, speech, social and educational incentive. Every story should have its place, way of presentation and its time. During the reading or telling of the story, the atmosphere should be calm, without distractions, with a high-quality presentation of the story. The educator should choose a story according to the child's interest, developmental level and capabilities. Through stories and storytelling, children can be encouraged to various forms of expression and creation, such as creating stories, retelling, role plays, dramatization, art, musical and movement expression, and dialogic reading.
The aim of this graduation thesis is to raise awareness and examine the opinion of educators about the importance of stories and whether they are an incentive for oral expression and creation. 60 teachers participated in the empirical research in an online questionnaire, most of whom agreed that the story is an excellent stimulus for verbal expression and creation. |
