Literacy in the first triad of public primary school in Slovenia

Za slovenske učence se z vstopom v javno osnovno šolo začne tudi proces sistematičnega opismenjevanja, tj. učenje branja in pisanja ter razvijanje spretnosti in sposobnosti, ki odražajo funkcionalno pismenost osebe. Učitelji ob upoštevanju učnega načrta za slovenščino učencem v prvem triletju pripravljajo naloge, s katerimi ti razvijajo predopismenjevalne zmožnosti (vidno in slušno razločevanje, slušno razčlenjevanje, grafomotoriko in orientacijo) in sporazumevalno zmožnost, tj. poslušanje, govorjenje, branje in pisanje. Učni načrt za slovenščino učiteljem omogoča avtonomijo pri načrtovanju pouka, zaradi katere lahko vsebine in dejavnosti pouka oblikujejo po svoje, predvsem v časovnem smislu. Za namen magistrskega dela smo izdelali anketni vprašalnik in z odgovori učiteljev, ki poučujejo v prvem triletju, v kvantitativni raziskavi dobili vpogled v prakso opismenjevanja v slovenskih javnih šolah. Rezultati so pokazali, da se v prvem razredu obravnavajo samo velike tiskane črke, v drugem pa male tiskane ter velike in male pisane črke. Učitelji črke štirih abeced pogosteje obravnavajo zaporedno, sicer pa vzporedno pogosteje obravnavajo velike in male pisane črke, manj pogosto pa tiskane črke. Pri obravnavi črk uporabljajo analitično-sintetično metodo opismenjevanja in monografski postopek. V prvem triletju pri jezikovnem pouku branje najpogosteje urijo 1- do 3-krat tedensko. Učiteljem je avtonomija pri načrtovanju opismenjevanja večinoma všeč in pouk načrtujejo po lastni presoji. Pri tem si pomagajo z izbranim delovnim zvezkom in učbenikom, vendar pa izbira delovnih zvezkov, učbenikov, priročnikov, učnih priprav s spleta, želja kolegic in kolegov ipd. ne vpliva na izbiro postopka opismenjevanja. Večina učiteljev je v času našega anketiranja trdila, da jim bo v šolskem letu 2019/20 pri jezikovnem pouku kljub poučevanju na daljavo uspelo obravnavati vse načrtovano. Učitelji so na začetku šolskega leta preverili razvitost predopismenjevalnih zmožnosti pri učencih in jim pouk čez leto večinoma tudi prilagajali. Po mnenju učiteljev imajo učenci ob vstopu v prvi razred dobro razvito vidno zaznavanje in uspešno zapišejo svoje ime, imajo pa precejšnje težave z držanjem pisala in zapisom smiselnih povedi ter branjem krajših besedil.For Slovenian pupils, entering a public primary school also begins the process of systematic literacy learning, i.e., learning to read and write, and developing skills and abilities that reflect a person’s functional literacy. Taking into account the curriculum for Slovenian language, teachers in the first triennium prepare tasks for pupils to develop preliteracy skills (visual and auditory discrimination, auditory analysis, graphomotor skills and orientation) and communication skills, i.e., listening, speaking, reading and writing. The curriculum for Slovenian language enables teachers to have autonomy in planning lessons, which allows them to design the contents and activities of lessons in their own way, especially in terms of time. For the purpose of this final paper, a questionnaire was prepared. The answers of first triennium teachers provided an insight into the practice of literacy learning in Slovenian public schools. The results showed that in the first grade they learn only uppercase block letters, while in the second grade they learn lowercase block letters, and uppercase and lowercase cursive letters. Teachers more often discussed the letters in sequencehowever, they discuss uppercase and lowercase cursive letters in parallel more often than block letters. Analytical-synthetic methods of literacy learning and monographic procedure are used in the learning of letters. In the first triennium, reading is usually drilled 1 to 3 times a week. Teachers generally like autonomy in planning literacy learning and plan the lessons as they see fit. They make use of the selected workbook and textbookhowever, the choice of workbooks, textbooks, handbooks, online lesson plans, the wishes of colleagues, etc., does not affect the choice of the literacy learning process. When conducting the research in the 2019/20 school year, most of the teachers claimed that they would be able to cover everything planned in their language classes regardless of distance education. At the beginning of the school year, first-grade teachers checked the development of the pupils\u27 preliteracy skills and mostly also adapted their lessons to the pupils over the year. According to the teachers, pupils have a well-developed visual perception when entering the first grade. They write their names successfully, despite the fact that they still have trouble holding the pen, writing meaningful sentences, and reading shorter texts