THE IMPORTANCE OF SPEECH GAMES AT STIMULATING THE DEVELOPMENT OF A CHILD\u27S SPEECH

V zgodnjem otroštvu je ena temeljnih nalog vzgoje razviti otrokovo jezikovno zmožnost. Zato so v diplomski nalogi predstavljene govorne igre, saj z njimi spontano urimo temeljne elemente govora, njegove komponente in lastnosti dobrega govorjenja, hkrati pa so pri otrocih priljubljene. V teoretičnem delu so poleg govornih iger predstavljene teorije govora, dejavniki govornega razvoja ter dejavnosti za spodbujanje otrokovega govora. V empiričnem delu diplomske naloge nas je zanimalo, kolikšen vpliv imajo na pogostost in raznolikost izvajanja govornih iger v vrtcu vzgojiteljičina izobrazba in delovna doba. Uporabljeni sta bili deskriptivna in kavzalna neeksperimentalna metoda empiričnega pedagoškega raziskovanja. V raziskovalni vzorec so bile zajete vzgojiteljice prvega starostnega obdobja. Podatki so bili zbrani s pomočjo anketnega vprašalnika z vprašanji odprtega in zaprtega tipa. Zbrani podatki so podani v tabelah. Analiza rezultatov je pokazala, da vzgojiteljice otrok prvega starostnega obdobja uporabljajo pri svojem delu raznolike govorne igre in jih izvajajo pogosto. Za delo z govornimi igrami so najbolj angažirane vzgojiteljice z višjo stopnjo izobrazbe. Prav tako so najbolj angažirane vzgojiteljice z delovno dobo od 20 do 30 let in najmanj vzgojiteljice z najdaljšo delovno dobo.In early childhood, one of the main roles of education is to develop children\u27s linguistic ability. This is the reason for introducing speech games in this diploma paper. With their help we spontaneously train basic elements of speech, its components and characteristics of good speech, while at the same time they are also very popular with the children. The theorethical part of the paper introduces, besides speaking games, language theories, language development factors and activities for stimulating children\u27s speech. In the empirical part of the paper we were interested in the extent to which the educator\u27s education and years of working influence frequency and variety in performing speech games in kindergartens. We used descriptive and causal nonexperimental methods of empirical pedagogical research. The research sample included educators working in the first age group. The data was collected with the help of a questionnaire that included open-ended and close-ended questions. The data collected is shown in tables. The result analysis has shown that educators in the first age group use different kinds of speech games and carry them out quite often. Educators with a higher degree of education are normally more engaged in using speech games. The most engaged are educators with 20 – 30 years of working and the least those who have the most years of working