Preschool Teachers' Opinions on the Methodology of Teaching Activities for Developing Pre-Reading and Pre-Writing Skills/Mišljenje odgojitelja o metodičkim postupcima za razvoj predvještina čitanja i pisanja

Abstract

Abstract

The development of pre-reading and pre-writing skills starts at a very early age. In order for a child to progress during formal education, the period of preschool should create conditions for regular language development. The theoretical framework of this paper defines basic language skills and possibly determines teaching methodology activities implemented by preschool teachers. Those teaching methodologies include all types of activities, communication and behaviors of preschool teachers and children, partnership with parents, and motivation with the aim of reaching defined curricular outcomes. The research methodology presents a qualitative research using the interview method. The participants were preschool teachers from two preschool institutions in Zagreb (N=6). The aim of the research was to gain insight into the methodology of preschool teachers, which contributes to the development of pre-reading and pre-writing language skills. The participants’ answers were analyzed and categorized according to the set research questions. The results indicate that the teaching methodology applied by preschool teachers contributes to the development of pre-reading and pre-writing skills. It is very important to respect individual characteristics of children and influence each child’s language development. 

Keywords: child; development of pre-reading and pre-writing skills; teaching methodology; preschool teacher.

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Sažetak

Razvoj predvještina čitanja i pisanja počinje u najranijoj dobi. Kako bi dijete napredovalo tijekom formalnoga obrazovanja, u predškolskom se razdoblju trebaju stvoriti preduvjeti za uredan jezični razvoj. U teorijskom okviru ovoga rada definiramo temeljne jezične predvještine i određujemo moguće metodičke postupke odgojitelja. U te se postupke ubrajaju svi oblici aktivnosti, komunikacije i ponašanja odgojitelja i djece, partnerstvo s roditeljima, motiviranost s ciljem dosezanja definiranih kurikulskih ishoda. U istraživačkom dijelu prikazujemo kvalitativno istraživanje provedeno metodom intervjua. Ispitanice su bile odgojiteljice iz dviju predškolskih ustanova u Zagrebu (N=6). Cilj istraživanja bio je dobiti uvid u metodičke postupke odgojitelja koji pridonose razvoju jezičnih predvještina čitanja i pisanja. Odgovori ispitanica analizirani su i kategorizirani prema postavljenim istraživačkim pitanjima. Rezultati istraživanja upućuju na to da odgojiteljevi metodički postupci pridonose razvoju predvještina čitanja i pisanja. Iznimno je važno uvažavati individualne karakteristike svakoga djeteta te utjecati na njegov jezični razvoj.

Ključne riječi: dijete; metodički postupci; odgojitelj; razvoj predvještina čitanja i pisanja.