Page 355 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: medsebojni vplivi raziskovanja in prakse. Ljubljana: Pedagoški inštitut, 2021. Digitalna knjižnica, Dissertationes 38
P. 355
povzetki ■ summaries
obdobje, medtem ko so te v Učnem načrtu opredeljene v prvem vzgojno-iz-
obraževalnem obdobju v razdelku razvijanje zmožnosti branja in pisanja.
Oba nacionalna kurikularna dokumenta glede na razvijanje predopisme-
njevalnih spretnosti dopuščata strokovnim delavcem široko avtonomijo iz-
vajanja posameznih področij, kar je povezano s časovno opredeljenost ter
intenziteto aktivnosti. Pedagoške prakse bi se na podlagi dopolnjenih kuri-
kularnih dokumentov lahko izboljšale, če bi pregledno opredelili temeljna
področja za razvijanje predopismenjealnih spretnosti v povezavi s stopenj-
skimi smernicami in dodali razvojne ravni za vsako področje. Dodaten
doprinos bi dosegli tudi z vertikalno kurikularno povezavo med predšol-
skim in začetnim šolskim obdobjem, kar bi vplivalo na kakovostnejše raz-
vijanje zgodnje pismenosti, ki je podlaga začetnemu opismenjevanju.
Ključne besede: Kurikulum za vrtce, Učni načrt za slovenščin, analiza do-
kumentov, pismenost, razvijanje predopismenjevalnih spretnosti
Ensuring a higher quality of literacy development
by vertically associating the preliteracy skills
in the Kindergarten Curriculum and the Curriculum
for Slovenian Language
The efficiency of pedagogical practices in the development of preliteracy
skills is based on transparent, systematic and appropriately designed cur-
ricular documents. This research focuses on the review of two nation-
al documents, the Kindergarten Curriculum (1999) and the Curriculum
for Slovenian language (2011). The review was based on content analysis
of the eight theoretical fields, that are fundamental for the development of
preliteracy skills, in order to discover the connections and differences in
the goals, principles, content, and recommendations given to profession-
al practitioners. During the examination of the language field in the pre-
school, and the first educational period, I used a qualitative research ap-
proach with the descriptive method of content analysis. The findings point
to a different structure in the two national curricular documents, regard-
ing their principles, goals, content definition of the preliteracy skills and
the practitionersˈ recommendations. The Kindergarten Curriculum pos-
es the emphasis on the pre-reading and pre-writing skills in the second age
period, whereas the Curriculum for Slovenian language defines them in
the first educational period, in the section on developing reading and writ-
ing abilities. Both national curricular documents allow the professionals a
wide autonomy of implementation regarding the development of prelitera-
cy skills, which is associated with the time frame and intensity of activities.
355
obdobje, medtem ko so te v Učnem načrtu opredeljene v prvem vzgojno-iz-
obraževalnem obdobju v razdelku razvijanje zmožnosti branja in pisanja.
Oba nacionalna kurikularna dokumenta glede na razvijanje predopisme-
njevalnih spretnosti dopuščata strokovnim delavcem široko avtonomijo iz-
vajanja posameznih področij, kar je povezano s časovno opredeljenost ter
intenziteto aktivnosti. Pedagoške prakse bi se na podlagi dopolnjenih kuri-
kularnih dokumentov lahko izboljšale, če bi pregledno opredelili temeljna
področja za razvijanje predopismenjealnih spretnosti v povezavi s stopenj-
skimi smernicami in dodali razvojne ravni za vsako področje. Dodaten
doprinos bi dosegli tudi z vertikalno kurikularno povezavo med predšol-
skim in začetnim šolskim obdobjem, kar bi vplivalo na kakovostnejše raz-
vijanje zgodnje pismenosti, ki je podlaga začetnemu opismenjevanju.
Ključne besede: Kurikulum za vrtce, Učni načrt za slovenščin, analiza do-
kumentov, pismenost, razvijanje predopismenjevalnih spretnosti
Ensuring a higher quality of literacy development
by vertically associating the preliteracy skills
in the Kindergarten Curriculum and the Curriculum
for Slovenian Language
The efficiency of pedagogical practices in the development of preliteracy
skills is based on transparent, systematic and appropriately designed cur-
ricular documents. This research focuses on the review of two nation-
al documents, the Kindergarten Curriculum (1999) and the Curriculum
for Slovenian language (2011). The review was based on content analysis
of the eight theoretical fields, that are fundamental for the development of
preliteracy skills, in order to discover the connections and differences in
the goals, principles, content, and recommendations given to profession-
al practitioners. During the examination of the language field in the pre-
school, and the first educational period, I used a qualitative research ap-
proach with the descriptive method of content analysis. The findings point
to a different structure in the two national curricular documents, regard-
ing their principles, goals, content definition of the preliteracy skills and
the practitionersˈ recommendations. The Kindergarten Curriculum pos-
es the emphasis on the pre-reading and pre-writing skills in the second age
period, whereas the Curriculum for Slovenian language defines them in
the first educational period, in the section on developing reading and writ-
ing abilities. Both national curricular documents allow the professionals a
wide autonomy of implementation regarding the development of prelitera-
cy skills, which is associated with the time frame and intensity of activities.
355
