Inital reading at didactic plays

Magistrsko delo temelji na branju. Osredotočeno je predvsem na začetno branje. V magistrskem delu je najprej opredeljeno samo branje, faze branja in opismenjevanja. Vključuje spretnosti, ki jih mora otrok razviti še preden prične s samostojnim branjem. Velik poudarek je namenjen staršem in učiteljem, ki imajo pomembno vlogo pri otrokovem začetnem branju. Pri tem je pomembno pripovedovanje otroku, spodbudno okolje, ki spodbuja osnove branja in pisanja ter upoštevanje individualizacije in diferenciacije. Predstavljeno je, kako pomagati otroku pri težavah in motnjah z branjem ter pisanjem. Naštete so nekatere metode in tehnike, ki so namenjene odpravljanju teh težav. Zaradi aktualnosti današnjih medijev je zajeto tudi vplivanje televizije in risank na otrokovo branje. V zadnjem delu so predstavljene in naštete nekatere didaktične igre, ki pripomorejo k uspešnejšemu branju. Poleg tega so zajeta tudi nekatera didaktična gradiva, ki jih uporabljajo učitelji in so jim v veliko pomoč pri poučevanju v osnovni šoli, hkrati pa vsebujejo še igre, primerne razvojni stopnji otrok ter so namenjene tako branju kot pisanju. Navedeni so še nekateri didaktični pripomočki, s katerimi si lahko otroci pomagajo pri branju, poleg tega pa se ob njih hkrati zabavajo. V empiričnem delu nas je zanimalo, katere didaktične igre učitelji uporabljajo, kako jih vključujejo v pouk ter kakšne so pomanjkljivosti le-teh. Zanimalo nas je tudi, katere težave pri začetnem branju učencev učitelji najpogosteje zaznajo. Primerjala smo odgovore učiteljev prve triade v osnovnih šolah.The thesis is based on reading. It is focused, above all, on initial reading. The thesis first defines reading itself, phases of reading and literalization. It includes skills a child must develop before starting to read individually. A great stress is designed for parents and teachers who bear an important role at child’s initial reading. Here it’s important narration to a child, stimulative environment that stimulates reading and writing basis, and consideration of individualization and differentiation. It is presented how to help a child with difficulties and disturbances at reading and writing. Listed are some methods and techniques designed to do away with such problems. Because of actuality of today’s media, it also included influence of the television and cartoons on a child’s reading. In the last part are presented and listed some didactic games that contribute to more successful reading. Furthermore, included are also some didactic materials used by teachers, which are to their great help at teaching in primary school, at the same time they also include games suitable for children’s development stage and are designed for reading as well as writing. Listed are also some didactic aids designed to help children at reading as well as offering them amusement. In the empirical part, we were interested which didactic games are used by teachers, how they include them into lessons and what are their shortcomings. We were also interested in which pupil’s difficulties are most often perceived by teachers at initial reading. We compared teachers’ answers of the first triad in elementary schools