https://doi.org/10.59132/vviz/2025/1/24-46
Povzetek
Prispevek se osredotoča na pravice mlajših učencev do kakovostne pismenosti in na odgovornost vpetih deležnikov za razvijanje le-te v predšolskem in prvem vzgojno-izobraževalnem obdobju v osnovni šoli. Raziskava preučuje smernice na področju razvijanja zgodnje pismenosti v dveh ključnih nacionalnih dokumentih, tj. v Strategiji razvoja Slovenije 2030 in Nacionalni strategiji za razvoj bralne pismenosti za obdobje 2019–2030. Pri tem smo uporabili kvalitativni empirični pristop z uporabo deskriptivne metode vsebinske analize dokumentov. Ugotavljamo, da dokumenta jasno opredeljujeta smernice za kakovostno udejanjanje pismenosti v zgodnejšem obdobju; nasprotno glede na dosežke slovenskih učencev na mednarodnih raziskavah PIRLS 2021 in PISA 2022 na področju bralne pismenosti ostaja vrzel med smernicami in njeno pedagoško implementacijo. Posledično smo za kakovostno uresničevanje smernic oblikovali teorem, ki opredeljuje vlogo vseh ključnih deležnikov z vidika pravic in odgovornosti v izobraževalnem polju, ter predstavili primer učinkovite pedagoške prakse, ki uspešno vpliva na dvig pismenosti v zgodnejšem šolskem obdobju.
Abstract
Rights and Responsibilities in the Context of Early Literacy Development as Defined in Strategic Documents: Analysis and Critical Perspective
This paper focuses on the rights of young learners to quality literacy and the responsibility of involved stakeholders for its development in preschool and the first educational stage of primary school. The study examines the guidelines for early literacy development in two key national documents: the Slovenian Development Strategy 2030 and the National Strategy for the Development of Reading Literacy 2019 2030. A qualitative empirical approach was adopted through the method of descriptive content analysis of these documents. The findings indicate that both documents clearly define guidelines for the quality implementation of early literacy. However, in contrast to the performance of Slovenian students in the international PIRLS 2021 and PISA 2022 assessments in the field of reading literacy, a gap remains between the strategic guidelines and their educational implementation. Consequently, to ensure the effective implementation of these guidelines, we have developed a theorem that defines the role of all key stakeholders from the perspective of rights and responsibilities within the educational field. Additionally, we present an example of effective pedagogical practice that has successfully contributed to improving literacy in the early years of schooling.