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Title: SKUPNO BRANJE V ZGODNJEM OBDOBJU OTROŠTVA IN TVORJENJE GLOBLJE POVEZANOSTI Z OTROKOM Authors: ID Zalašček, Anja (Author) ID Šifrar, Edina (Mentor) More about this mentor... Files: 6639$$zakljucno_delo.pdf (1,82 MB) MD5: EB9C2567642D7A248B59ADF1110E8370   Language: Slovenian Work type: Bachelor thesis/paper Organization: FUDS - School of advanced social studies Abstract: Uvod: Otrok že takoj po rojstvu prične s prvimi oblikami komunikacije, katerih namen je priti v stik s primarnim skrbnikom. Njuna vez se od zgodnjega otroštva krepi s tem, ko skupaj preživljajo kvaliteten čas ter preko drugih aktivnosti. Eden od načinov kvalitetnega preživljanja skupnega časa otroka in starša je tudi branje. V teoretičnem delu naloge smo obravnavali pomen skupnega branja v zgodnjem otroštvu, ki se najpogosteje prične v primarni družini. Le-to pa vpliva na razvoj pismenosti, otrokovo učenje predbralnih veščin pa je bistveno tudi z vidika kognitivnega, čustvenega, socialnega in moralnega področja. Skozi raziskavo smo ugotavljali ne samo, da ima skupno branje velik vpliv na otrokovo pripravljenost na izobraževanje, pač pa tudi, da le-to prispeva h krepitvi odnosa med staršem in otrokom. Metode: Pri raziskovalni nalogi smo uporabili kvalitativni raziskovalni pristop. V vzorec je bilo vključenih 7 mater, ki berejo svojim otrokom. Polstrukturirane intervjuje smo s 6 intervjuvankami izvedli v živo, z 1 intervjuvanko pa preko Zoom-a. Raziskovali smo pogostost skupnega branja staršev in otrok ter se s kvalitativno raziskavo z uporabo intervjujev približali odnosu, ki ga imata starš in otrok. Rezultati: Vse intervjuvanke poročajo o tem, kako velik pomen ima skupno branje v zgodnjem otroštvu ne le za akademsko pripravljenost otroka, temveč tudi za vzpostavljanje pomembnih vezi v vseh nadaljnjih odnosih (100%). Vse intervjuvanke poročajo o začetkih branja pred ali pri prvem letu otrokove starosti (100%) in sicer z namenom spodbuditi razvoj govora, pismenosti, domišljije ter za zanimanje za bralno gradivo (100%). Rezultati kažejo, da so z vzpostavljanjem bralne rutine želele poglobiti medsebojni odnos ter vzpostavljali medsebojne občutke sproščenosti in varnosti (75%). Diskusija in zaključek: Skupno branje prav tako prispeva k razvoju otrokove zdrave navezanosti do starša, le-ta pa veliko doprinese k otrokovi samopodobi. Ta se krepi, saj se ob branju s starši otrok počuti varnega in pomirjenega. Keywords: Družinsko branje, zgodnje otroštvo, pismenost, povezanost, samopodoba. Year of publishing: 2024 PID: 20.500.12556/ReVIS-10451  Publication date in ReVIS: 09.04.2024 Views: 532 Downloads: 19 Metadata:    Cite this work Plain text BibTeX EndNote XML EndNote/Refer RIS ABNT ACM Ref AMA APA Chicago 17th Author-Date Harvard IEEE ISO 690 MLA Vancouver : Copy citation

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Language:	English
Title:	READING IN EARLY CHILDHOOD AND FORMING A DEEPER BOND WITH THE CHILD
Abstract:	Introduction: The child begins with the first forms of communication immediately after birth, the purpose of which is to make contact with the primary caregiver. Their bond is strengthened from early childhood through spending quality time together, and through other activities. One way of spending quality time together for a child and a parent is reading. In the theoretical part of the thesis, we discussed the significance of shared reading in early childhood, in the primary family. This influences the development of literacy, the child's learning of pre-reading skills is also essential from the cognitive, emotional, social, and moral aspects. Based on research conducted, it has been established that shared reading not only significantly influences a child's preparedness for formal education but also fosters the development of a more strong parent-child bond. Methods: We used a qualitative research approach in the research task. The sample included 7 mothers who read to their children. We conducted semi-structured interviews with 6 interviewees live, and with 1 interviewee via Zoom. We investigated the frequency of joint reading between parents and children and approached the relationship between parents and children through qualitative research using interviews. Results: All interviewees report the importance of shared reading in early childhood, not only for the academic readiness of the child, but also for the establishment of meaningful bonds in all subsequent relationships (100%). All interviewees report starting to read before or during the first year of the child's life (100%), in order to stimulate the development of speech, literacy, imagination and an interest in reading material (100%). The results show that establishing a reading routine was intended to deepen the relationship and to create feelings of relaxation and security (75%). Discussion and conclusion: Reading together also contributes to the development of the child's healthy attachment to the parent, which in turn contributes greatly to the child's self-image. This is enhanced as the child feels safe and reassured when reading with his/her parents.
Keywords:	Family reading, early childhood, literacy, connection, self-image.

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