Encouraging language capabilities and preschool children

V diplomskem delu z naslovom Spodbujanje jezikovne zmožnosti pri predšolskih otrocih sem se osredotočila na jezikovno zmožnost in njen razvoj v predšolskem obdobju. V teoretičnem delu sem predstavila jezik in govor, opisala fazi, po katerih se govor razvija, ter nekaj besed namenila vlogi vzgojitelja pri spodbujanju govornega razvoja otrok, pri čemer sem se osredotočila tudi na nebesedno sporazumevanje. Posvetila sem se področju jezika v Kurikulumu za vrtce in proučila jezikovno zmožnost, pri čemer sem se osredotočila na njen razvoj, dejavnike ter vlogo vzgojitelja pri razvoju jezikovne zmožnosti. Pozornost sem namenila še knjižni in književni vzgoji ter simbolni igri, pri čemer me je zanimalo, kako omenjene dejavnosti vplivajo na razvoj jezikovne zmožnosti. V empiričnem delu sem z izsledki raziskave ugotavljala, kako pogosto vzgojitelji izvajajo jezikovne dejavnosti ter dejavnosti za razvoj jezikovne zmožnosti, s katerim področjem jezik največkrat povezujejo in kako na izvajanje jezikovnih dejavnosti vpliva okolje, v katerem so vzgojitelji zaposleni ter njihova delovna doba. V raziskavi je sodelovalo 84 vzgojiteljev iz celotne Slovenije. Rezultate sem analizirala z deskriptivno metodo dela in jih predstavila s pomočjo tabel, grafov in v besedni obliki. Rezultati so pokazali, da vzgojitelji dejavnosti s področja jezika in dejavnosti za razvijanje jezikovne zmožnosti izvajajo zelo pogosto, to je več kot enkrat tedensko. Področje jezika največkrat povezujejo s področjem umetnosti. Glede pogostosti izvajanja se razlike glede na delovno dobo in okolje ne pojavljajo, pri čemer je treba izpostaviti, da imajo podeželski vrtci manj možnosti za obisk nekaterih javnih ustanov, predvsem tistih, ki se nahajajo le v večjih mestih, npr. gledališče. V zaključku sem na podlagi prebrane literature in izvedene raziskave oblikovala še smernice za razvoj jezikovne zmožnosti pri predšolskih otrocih.In my thesis entitled Promoting language ability for preschool children, I focused on language ability and its development in the preschool period. In the theoretical part, I presented language and speech, described the stages after which speech develops and devoted a few words to the role of the educator in promoting children\u27s speech development, focusing on non-verbal communication. I also focused in the field of language in the Kindergarten Curriculum and examined language ability, focusing on its development, factors, and the role of the educator in developing language ability. I also paid attention to book and literary education and symbolic play, therewith I was interested in how these activities affect the development of language skills. In the empirical part, I used the results of the research to find out how often educators perform language activities and activities for the development of language skills, in which area they most often associate language and how the environment in which educators are employed and their working life influences language activities. 84 educators from all over Slovenia participated in the research. I analyzed the results with a descriptive method of work and presented them with the help of tables, graphs and in word form. The results showed that educators carry out language activities and language development activities very often, at least more than once a week. The field of language is most often associated with the field of art. Regarding the frequency of implementation, there are no differences in terms of length of service and the environment, and it should be noted that rural kindergartens have fewer opportunities to visit some public institutions, especially those located only in larger cities, who can go for example to the theatre. In conclusion, based on literature and the research conducted, I developed guidelines for the development of language skills for children in preschool