Storytelling using a set of pictures with preschool children

Pri diplomskem delu z naslovom Pripovedovanje zgodbe ob nizu sličic pri predšolskih otrocih smo raziskali potek razvoja govora pri otrocih. Sam namen diplomske naloge pa je bil preveriti pripovedovanje zgodb ob sličicah pri otrocih starih 4, 5 in 6 let. Zanimalo nas je, kakšna stopnja koherentnosti in kohezivnosti se pojavlja pri pripovedovanju, ali otroci v pripovedovanju uporabljajo narečje. V teoretičnem delu smo pozornost namenili pred jezikovni fazi ter jezikovnemu obdobju. Opredelili smo koherentnost in kohezivnost, ki sta bili osrednji temi našega raziskovanja. Izvedli smo dve preverjanji, ki sta bili v razmaku dveh mesecev. V sklopu empiričnega dela smo želeli raziskati, kako otroci pripovedujejo zgodbo ob sličicah, ki jo prvič vidijo. Zanimalo nas je, ali otroci uporabijo pravljični začetek, ali je zaznati zamenjavo glasov ter glasovno podvajanje. Zanimalo nas je tudi, ali otroci svoja pripovedovanja naslovijo ter na kateri stopnji koherentnosti in kohezivnosti se nahajajo. Vse dobljene rezultate smo skrbno uredili v tabele in ugotovili, da so nekateri otroci napredovali od prvega do drugega preverjanja.Within diploma paper, entitled Preschool children\u27s storytelling by using a set of pictures, we focused on the process of speech development in children. The aim of this paper was to examine storytelling using pictures in the case of children of 4, 5, or 6 years of age, namely preschool children. We wanted to find out the level of coherence and cohesiveness when storytelling, and whether children use a dialect while doing so. The aim of our theoretical part was to highlight the pre-linguistic phase as well as the linguistic stage. We defined coherence and cohesiveness, which present two main topics of our research work. We have carried out two tests within the time period of two months. Our empirical part includes the research on how children tell a story, which they have never seen before, only by using pictures. We wanted to find out whether children use a typical fairy tale beginning, whether there is occurrence of misplacement of sounds, and the repetitions of sounds. We also wanted to find out whether children entitle their storytelling, and what are their levels of coherence and cohesiveness. All the data obtained were carefully arranged in charts and it was also concluded that some children have made progress, comparing to the previous testing