https://doi.org/10.59132/vviz/2021/2/5-17
Povzetek
Raziskavo smo zasnovali z namenom vertikalnega povezovanja dveh vzgojno-izobraževalnih institucij in strokovnih delavcev, njen cilj pa je bil izboljšati pedagoško prakso na področju razvijanja predopismenjevalnih spretnosti in začetnega opismenjevanja. Temeljni problem se nanaša na razkorak med kurikularnimi izhodišči in smernicami nacionalnih strategij ter med rezultati raziskav, ki preučujejo učinke zgodnje in začetne pismenosti. V raziskavi smo uporabili kvantitativni raziskovalni pristop s kavzalno-eksperimentalno metodo, podatke pa smo v vzdolžni študiji zbrali z neslučajnostnim vzorcem, v katerega je bilo vključenih 314 otrok predšolskega in začetnega šolskega obdobja. Rezultati so na temelju zasnovanega in implementiranega mreženja med vrtcem in šolo pokazali pomembne razlike pri razvijanju predopismenjevalnih spretnosti in bralnimi dosežki otrok prvega razreda med preučevanima skupinama. Ugotovitve raziskave pojasnjujejo, da bi z načrtnim strokovnim povezovanjem vrtca in osnovne šole ter z zavzetim povezovalnim delom strokovnih delavcev lahko na področju predopismenjevalnih spretnosti in za četnega branja otrok ob koncu prvega razreda dosegli boljše rezultate.
Abstract
The Importance of Networking for (Pre-)Literacy Skills Development
Our study was designed with the aim of vertical integration between two educational institutions and their teaching staff, while its goal was to improve educational practice in the field of pre-literacy skills development and initial literacy development. The fundamental problem relates to the disparity between the curricular bases and guidelines of national strategies on the one hand, and the results of studies into the effects of early and initial literacy on the other. The study employed a qualitative research approach using the causal experimental method, and the data was gathered in a longitudinal study using non probability sampling, which included 314 children attending pre-school or starting school. The results grounded in networking implemented between the kindergarten and school, have shown important differences in the development of the pre-literacy skills and reading achievements of first year pupils between the studied groups. The research findings make it clear that by means of planned integration between kindergartens and schools and through the diligent efforts of teaching staff, it is possible to achieve better results in the field of pre-literacy skills and initial reading among children finishing first grade.