The use of a picture book in developing a child’s vocabulary

V današnjem času, ko je edina stalnica vsakodnevna sprememba, je prilagoditev družbenim okvirom in uspešno soočanje z vsemi življenjskimi izzivi odločilnega pomena. Ker ima pri tem pomembno vlogo kakovostna (institucionalna) vzgoja otrok, sem se v svojem diplomskem delu osredinila predvsem na področje jezikovne vzgoje oziroma zanimalo me je, kako lahko slikanica vpliva na razvijanje otrokovega besedišča. V teoretičnem okviru sem najprej opredelila teoretične osnove govora in govornega razvoja ter predstavila razvoj otrokovega besedišča. V nadaljevanju sem predstavila Kurikulum za vrtce (1999), še posebej področje jezika. Hkrati sem preverila tudi, kako je področje jezika opredeljeno v Beli knjigi o vzgoji in izobraževanju (2011) in v Resoluciji o nacionalnem programu za jezikovno politiko (2014–2018). V zadnjem delu teoretičnega okvira sem se posvetila pomenu družinskega branja in branja v vrtcih ter podrobneje predstavila slikanico in njene značilnosti. Sledil je empirični del, kjer sem želela ugotoviti, na kakšne načine anketirani vzgojitelji uporabljajo slikanico v aktivnostih predšolske vzgoje, ali jo uporabljajo skladno s smernicami Kurikuluma za vrtce (1999) ter ali jo uporabljajo usmerjeno in načrtno. Na koncu me je zanimalo tudi, za katere cilje anketirani vzgojitelji v aktivnostih predšolske vzgoje vključujejo slikanice. Rezultati raziskave so pokazali, da anketirani vzgojitelji najpogosteje slikanico uporabljajo v kombinaciji branja, ogledovanja ilustracij in pogovora o vsebini slikanice. Slikanico pri tem uporabljajo usmerjeno in načrtno, torej predvsem z namenom obogatitve otrokovega besedišča kot tudi za lažje razumevanje tako pisnega kot ustnega jezika. V prvem starostnem obdobju uporabljajo predvsem slikanice brez besedila, medtem ko v drugem starostnem obdobju dajo prednost slikanicam z besedilom. Rezultati so med drugim potrdili, da anketirani vzgojitelji v aktivnostih predšolske vzgoje slikanico vključujejo za doseganje ciljev na področju jezika, kot jih narekuje Kurikulum za vrtce (1999).Nowadays, where change is the only constant in our lives, the adjustment to social frames and successful confrontation with life challenges has a decisive meaning. In my thesis I have focused on the language education simply due to the importance of quality institutional education. Especially I wanted to find out what kind of influence can a picture book have on the development of child\u27s vocabulary. At the beginning of theoretical part I defined theoretical basis of speech, its development and introduced the development of child\u27s vocabulary. Further on I analysed Kindergarten Curriculum (1999), especially the linguistic field. At the same time I also checked how is the linguistic field defined in The Education System in The Republic of Slovenia (2011) and in The Resolution on The National Programme for Language Policy (2014–2018). In the last segment of theoretical part I talked about the importance of family reading and kindergarten reading. I also defined picture book and its characteristics. Afterwards came an empirical part, where I wanted to reveal the ways interviewed childcare workers use picture book in the activities of preschool education and whether it is used in accordance with the guidelines of Kindergarten Curriculum (1999). I also wanted to learn about the goals childcare workers use picture book in the activities of preschool education for. Survey results showed that interviewed childcare workers mostly use picture book in the combination of reading, watching ilustrations and talking about the contents of picture book. They use picture book in accordance with curricular guidelines with purpose to improve child\u27s vocabulary as well as to make written and verbal language easier. In the First Age Group of Kindergarten they mostly use wordless picture books and later, in the Second Age Group of Kindergarten, they mostly use picture books with text. The results also confirmed that interviewed childcare workers use picture book in the activities of preschool education to fulfill the goals in the field of language as they are written in Kindergarten Curriculum (1999)