Reading habits of rural and urban children

Misel Toneta Pavčka »Če ne bomo brali, nas bo pobralo.« je bila uporabljena že ničkolikokrat, a še vedno zadane bistvo. Branje ni pomembno le na ravni posameznika, z branjem besedil v slovenskem jeziku se ohranja slovenska kultura, slovenski jezik. Na ravni posameznika pa branje lahko predstavlja oddih, pobeg v navidezno resničnost, kjer je oseba sama s knjigo, razmišlja o njej in z njo. Branje pri otrocih spodbuja mišljenje, razvija njihove kognitivne sposobnosti in jim ne nazadnje omogoča prehod v svet odraslih. Vsi ljudje, odrasli in otroci, imamo v »moderni dobi« na voljo nešteto drugih vizualno privlačnejših reči za krajšanje prostega časa. To bi lahko pomenilo, da za branje preprosto ni časa, ampak temu ni oziroma ne bi smelo biti tako. Starši bi morali pri otrocih znati razporediti čas za igro, krožke, tehnološke naprave in čas za branje, predvsem pa bi morali že v ranem otroštvu otrokom brati in jih s tem spodbujati k branju. Magistrska naloga ima dva dela. V prvem, teoretičnem delu, je opisano branje, družinsko branje, branje v šoli, branje kot družbeno-kulturni proces, motivacija za branje, opisani so tudi dejavniki, ki vplivajo na bralne navade. V empiričnem delu so prikazani rezultati pridobljeni s pomočjo anketnega vprašalnika o bralnih navadah podeželskih in mestnih otrok. Rezultati anketnih vprašalnikov so bili obdelani v SPSS-programu za statistično analizo. Raziskava temelji na odgovorih 51 učencev iz osnovnih šol v Zgornji Savinjski dolini in 55 učencev iz osnovne šole v Ljubljani. Ugotovili smo, da podeželski otroci berejo več, da knjige, ki jih berejo pri pouku književnosti in za domače branje, ocenjujejo kot bolj zanimive. Analiza je pokazala, da med podeželskimi in mestnimi otroki ni razlik v mnenju o težavnosti knjig, ki jih obravnavajo v šoli, so pa razlike v mnenju o prilagajanju nalog in besedila s strani učitelja, večjemu deležu podeželskih otrok se zdi, da jim učitelj prilagodi naloge glede na zmožnosti. Večina otrok najraje bere knjige, ki si jih sami izberejo. Spoznali smo, da doma s starši bere in se po branju o prebranem pogovarja večji delež podeželskih otrok.Tone Pavček’s thought “[i]f we don\u27t read, we will disappear” has been used many times before but still hits the mark. Reading is not important only at individual levelby reading texts in Slovene we also keep Slovenian culture and language alive. For an individual, however, reading can present a short break, an escape to virtual reality, where a person is alone with a book, thinks about and with it. Reading at young age stimulates thinking, develops children’s cognitive abilities, and, lastly, helps them with transition to the adulthood. Available to all people, adults and children, in the “modern era” are many visually more attractive things than reading to keep us busy in our free time. This could mean there is simply no time for reading, but that is not the case or at least it should not be. Parents should know how to distribute the playtime, time spent on technological devices and reading, and first and foremost they should read to children already early on in their childhood and with that encourage them to read themselves. The Master’s Thesis has two parts. In the first, theoretical part, reading, family reading, reading in school, reading as a socio-cultural process, motivation for reading, and factors which have impact on reading habits are described. In the empirical part the results gathered with the help of survey questionnaire about reading habits are presented. The obtained results were processed in SPSS software for statistical analysis. The research is based on answers from 51 pupils of primary schools in the Upper Savinja Valley and 55 pupils of a primary school in Ljubljana. We came to the conclusion that rural children read morethey evaluate books they read in their literature class and for their family reading as more interesting. The analysis has shown no differences between rural and urban children when it comes to their opinion on difficulty of the books they read in school. There are, however, differences between pupils’ opinions of the teacher’s adjustment of the tasks and textsa higher percentage of rural children think their teacher adjusts the texts and tasks according to their capabilities. The majority of children prefer to read books they choose. We have noted that a larger part of rural children in comparison to urban children reads at home alongside their parents and also a bigger part of rural children talks with their parents about what they have read