The development of storytelling in 2- to 3-year- old children

Otrok najbolj razvija svoj govor, pripovedovanje, ustvarjalnost, domišljijo ter odnos do nekaterih dejavnosti ravno v predšolskem obdobju, zato ima spodbudno okolje v tem času ogromno vlogo. Otroku moramo v vrtcu nuditi dovolj priložnosti za izražanje ter zanimive in igrive dejavnosti, ki bodo v njem spodbudile veselje do pripovedovanja. Vsak posameznik mora biti slišan, kar lahko omogočamo tudi s pogovorom in pripovedovanjem ter tako hkrati oblikujemo pozitivne in tople medsebojne odnose v oddelku. V obdobju osmih mesecev smo pet mesecev z izvajanjem nekaterih dodatnih dejavnosti otrokom nudili jezikovno-domišljijsko bogato okolje. Zanimalo nas je, ali bodo po približno osmih mesecih otroci, stari dve in tri leta, tvorili zgodbo, ali bodo v zgodbo vključili več sličic in več domišljijskih elementov in ali bodo pripovedovali dalj časa ter uporabili več besed. Prav tako nas je zanimal interes otrok za pripovedovanje, spremljali pa smo tudi posameznikovo prisotnost pri dejavnostih in tako ugotavljali, ali obstaja povezava med otrokovim napredkom ter številom izvajanih dejavnosti, pri katerih je bil posameznik prisoten. Prav tako smo opisali in evalvirali dejavnosti, ki smo jih z otroki izvajali v času med obema preverjanjema. Opazili smo velik napredek pri vseh otrocih, ki so bili prisotni pri večini izvajanih dejavnostih.A child mostly develops his or her speech, storytelling, creativity, imagination and attitude towards certain activities in the preschool period. Therefore, a stimulating environment plays an immense role in this time. A child must be offered sufficient opportunities to express him or herself and also interesting and playful activities that encourage the joy of storytelling. Every individual must be heard. We can make this possible through conversation and storytelling and thus form positive and warm interpersonal relationships in a kindergarten group at the same time. Over a period of eight months, we provided the children with a language- and imagination-rich environment by carrying out some additional activities for five months. The aim was to determine whether after approximately eight months, 2- and 3-year-old children will form a story, include more pictures and imaginative elements and whether they will narrate for a longer period of time and use more words. The aim was also to determine the children’s interest in storytelling. We followed the individual’s presence in activities and thus determined whether there is a link between the child\u27s progress and the number of activities where the child was present. Furthermore, we described and evaluated activities performed with the children in the period between both testings. We noticed great progress in all children who were present in most of the performed activities