A pre-school child\u27s first story

V diplomskem delu z naslovom Malčkova prva zgodba je namen preveriti in proučiti, kako otroci ob prvič videni sliki pripovedujejo zgodbo. V teoretičnem delu smo opisali razvoj otrokovega govora, vse od prvih glasov do prvih stavkov, kako spodbuditi razvoj govora ter kateri dejavniki vplivajo na razvoj govora. Dotaknili smo se tudi mišljenja otrok in njihove domišljije, prvih malčkovih zgodb, pripovedovanja zgodbe ter ocenjevanja zgodb po Marjanovič Umek. V empiričnem delu je bil namen raziskati in ugotoviti, ali so otroci, stari tri do štiri leta, med prvim in drugim preverjanjem, ki je bilo v razmaku sedmih mesecev, napredovali v svojem pripovedovanju zgodb ob sliki. Zanimalo nas je, ali so otroci pripravljeni pripovedovati zgodbo ob prvič videni sliki ter ali so otroci izbrali pravljično značilen konec ter začetek zgodbe pri svojem pripovedovanju. Predvsem pa nas je zanimalo, katero stopnjo koherentnosti in kohezivnosti lahko ti otroci dosežejo s pripovedovanimi zgodbami. Na podlagi vseh dobljenih podatkov smo rezultate interpretirali. Ugotovili smo, da je slaba polovica otrok v teh sedmih mesecih na področju pripovedovanja zgodbe napredovala. Pri nekaterih otrocih je bil napredek večji, pri nekaterih manjši. Med vsemi je bilo tudi nekaj otrok, kjer napredka ni bilo zaznati, saj so pri obeh preverjanjih dosegli enako število točk.The aim of the thesis titled A pre-school child\u27s first story is to examine and study how children tell a story about a picture seen for the first time. The theoretical part of the thesis deals with development of a child\u27s speech, from its first sounds to the first sentences, different ways of stimulating development of speech and factors influencing the development of speech. Children’s way of thinking and imagination, their first stories, storytelling and the evaluation of stories have been included in the thesis as done by Marjanovič Umek. The aim of the empirical part was to investigate and determine whether children aged three to four years make progress in their storytelling with a picture between the first and after seven months the second assessment. We were interested in children’s willingness to tell a story with a picture seen for the first time and choosing a typical fairytale beginning and ending of the story in their narration. Above all we were interested in degree of coherence and cohesiveness these children can achieve through narrated stories. The results were interpreted on the basis of all the data obtained. Almost half of the children progressed in their storytelling in seven months’ time. Among all progress was more or less significant, but there were also some children where progress was not detected, as they achieved the same number of points in both assessments