Role of preschool teachers\u27 language skills in the child\u27s speech and language development

V diplomskem delu sem raziskovala vlogo jezikovnih kompetenc predšolskih vzgojiteljev v govorno-jezikovnem razvoju otroka. V teoretičnem delu sem opredelila govor, jezik in govorno-jezikovni razvoj. Opredelila sem tudi dejavnike, ki vplivajo na govorno-jezikovni razvoj in natančneje opisala vlogo vrtca. Tu sem izpostavila globalne cilje jezikovne dejavnosti v vrtcu in dejavnosti, s katerimi lahko vzgojitelj lahko spodbuja govorno-jezikovni razvoj otrok. Vzgojitelj mora za svoje delo imeti določene kompetence, med drugimi tudi transverzalne oz. prečne kompetence ter ustrezne jezikovne kompetence. Cilj diplomskega dela je bil raziskati, v kolikšni meri se vzgojitelji zavedajo pomena svojih jezikovnih kompetenc v otrokovem govorno-jezikovnem razvoju in kako otrokom zagotavljajo čim bolj spodbudno okolje. V empiričnem delu sem to raziskala z anketnim vprašalnikom, ki je vseboval 22 trditev na lestvici stališč Likertovega tipa in tako dobila vpogled v stališča vzgojiteljev in pomočnikov vzgojitelja do jezikovnih kompetenc in njihove vloge v otrokovem govorno-jezikovnem razvoju. Anketni vprašalnik je v celoti izpolnilo 68 anketirancev, od tega 63 % vzgojiteljev in 37 % pomočnikov vzgojitelja. Z anketnim vprašalnikom sem želela ugotoviti, ali se vzgojitelji in pomočniki vzgojitelja zavedajo pomena svojih jezikovnih kompetenc in ali se pojavljajo razlike v stališčih glede na starost, kakšen pomen dajejo vzgojitelji zborni izreki in jezikovni ustreznosti pedagoških priprav in obvestil za starše ter kakšno pozornost posvečajo ureditvi igralnice, ki spodbuja govorno-jezikovni razvoj. Raziskava je pokazala, da se anketirani vzgojitelji in pomočniki vzgojitelja zavedajo pomena svojih jezikovnih kompetenc in vloge v govorno-jezikovnem razvoju otroka, kar se ne spreminja glede na starost. Večji pomen dajejo zborni izreki v komunikaciji s starši kot v komunikaciji z otroki, še vedno pa so pozorni na jezikovno ustreznost tako v pedagoških pripravah kot pri obvestilih za starše. Tudi ureditvi igralnice posvečajo veliko pozornosti.In my diploma, I researched the role of language competencies of pre-school teachers in the speech and language development of a child. In the theoretical part, I defined speech, language, and speech and language development. I also defined the factors that influence speech and language development and described the role of kindergarten in more detail. Here I have highlighted the global goals of language activity in kindergarten and with which activities the pre-school teachers can promote the speech and language development of children. The pre-school teachers must have certain competencies for their work, including transversal competencies and relevant language competencies. The diploma work aimed to investigate the extent to which pre-school teachers are aware of the importance of their language competencies in children\u27s speech and language development and how they provide children with the most stimulating environment possible. In the empirical part, I researched this with a questionnaire containing 22 statements on scale of Likert-type attitudes and thus gained insight into the attitudes of pre-school teachers and assistants of pre-school teacher towards language competencies and their role in the child\u27s speech and language development. The survey questionnaire was completed in full by 68 respondents, of which 63% were pre-school teachers and 37% were assistants of pre-school teacher. With the questionnaire, I wanted to find out if pre-school teachers and assistants of pre-school teacher are aware of the importance of their language competencies and if there are differences in attitudes according to age, what importance pre-school teachers attach to the choral dictum and language adequacy of pedagogical preparations and notices for parents and what attention they pay to the playroom. which promotes speech and language development. Research has shown that the interviewed pre-school teachers and assistants of pre-school teacher are aware of the importance of their language competencies and their role in the speech and language development of the child, which does not change with age. Collective sayings give more importance in communication with parents than in communication with children, but they still pay attention to language appropriateness both in pedagogical preparations and in notifications for parents. They also pay a lot of attention to the arrangement of the playroom