Literacy development in the first grade of elementary school

Pomembno je, da učenci usvojijo določene sposobnosti, tako telesne kot psihološke, da so pripravljeni na pisanje. Pred samim spoznavanjem črk se morajo naučiti osnov pisanja, kot so primerna telesna drža, položaj glave, rok (tiste, ki piše in tiste, ki drži podlago). Pomembna je tudi drža trupa in postavitev nog. Ne smemo pa pozabiti na velikost in postavitev mize glede na vir svetlobe. Vse to so osnove, ki jih mora učenec uzavestiti pri pisanju. Pri tem je pomembna vloga učitelja, da učence čim bolj opominja na osnove pisanja in da oceni, kdaj so učenci pripravljeni na naslednjo fazo opismenjevanja. Če učenec ne osvoji osnov pisanja in nima dovolj razvitih sposobnosti, se začnejo kazati znaki razvojne disgrafije. Magistrska naloga v teoretičnem delu temelji na obravnavi pisanja učencev v prvem razredu osnovne šole. Osredotočena je na opismenjevanje in na njene faze, ki jih učenec usvaja že v predšolskem obdobju in kasneje v osnovni šoli. V nalogi je razloženo opismenjevanje, njene metode in postopki. Predstavljeni so različni dejavniki, ki vplivajo na pisanje otroka, kot so vidno in slušno zaznavanje, orientacija in grafomotorika. Empirični del temelji na spremljanju napredka učencev prvega razreda na področju pisanja s pomočjo opazovalnega lista in dveh nalog pisanja. Preučila sem razvoj pisanja učencev v treh obdobjih: pred, med in po spoznavanju tiskanih črk. Raziskava temelji na deskriptivni metodi empiričnega pedagoškega raziskovanja. Osnovne deskriptivne statistike nisem uporabila zaradi premajhnega števila vzorca učencev. Vzorec je obsegal 20 učencev prvega razreda osnovne šole na Štajerskem. Podatki so zbrani s testom znanja, ki obsega dve nalogi, in sicer zapis črk in zapis besed. Zraven testa smo uporabili še opazovalno tabelo, ki je vsebovala elemente pomanjkljivosti osnov pisanja. Test je bil enak pri vseh treh preverjanjih. Podatke sem nato predstavila s pomočjo tabel in izdelkov učencev.It is important that pupils acquire certain abilities—both physical and psychological—to be ready to write. Before learning the letters, they must learn the basics of writing, such as proper posture, position of the head and hands (the one that writes and the one that holds the base). The posture of the torso and the position of the legs are also important. However, we must not forget the size and layout of the table according to the light source. All of these are basics that a pupil needs to be aware of when writing. The important role of the teacher is to remind pupils as much as possible of the basics of writing and to assess when pupils are ready for the next phase of literacy. If the pupil does not master the basics of writing and does not develop sufficient skills, the signs of developmental dysgraphia begin to appear. The master\u27s thesis in the theoretical part is based on the treatment of pupils\u27 writing in the first grade of elementary school. It focuses on literacy and its phases, which the pupil acquires in the preschool period and later in the elementary school. The thesis explains literacy, its methods and procedures. Various factors influencing a child’s writing are presented, such as visual and auditory perception, orientation, and graphomotor skills. The empirical part is based on monitoring the progress of first grade pupils in the field of writing with the help of an observation sheet and two writing tasks. I examined the development of pupils’ writing in three periods—before, during, and after learning about block letters. The research is based on a descriptive method of empirical pedagogical research. I did not use basic descriptive statistics due to the insufficient number of pupils. The sample consisted of 20 first grade elementary school pupils in Štajerska. Data are collected with a knowledge test, which comprises two tasks, namely the notation of letters and the notation of words. In addition to the test, we also used an observation table, which contained elements of the shortcomings of the basics of writing. The test was the same in all three checks. I then presented the data using pupils’ tables and products