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Promoting preliteracy skills through play in preschool period

Jara Košuta (2016) Promoting preliteracy skills through play in preschool period. Diploma thesis.

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    Abstract

    The thesis explores the development of preschool children, the factors that affect the development of preliteracy skills and the link between play and literacy. It is based on the fact that literacy begins before the child enters primary school and that preliteracy skills can predict the child's educational achievement in literacy and in general. Children's cognitive skills in early childhood and their natural curiosity for their own environment enable them to develop certain ideas about reading and writing before starting school. Since the preschool period is the time when a child is largely involved in play, this thesis highlights the role of this period in the child's development. Play is not only a fun activity, but it is the child's way of learning about the world through which he gradually (and unconsciously) develops his full potential. In the thesis, reasons are also cited as to why play is a suitable context for the promotion of prereading and prewriting skills and how to deal with play in a way that will work best. Positive emotions and feelings that the child experiences during play are the foundation on which he will also build his joy of learning, and the reason that the player is strongly motivated to take part in the activity. The thesis also highlights the role of social interactions in a child's play. First are the interactions with parents, relatives and close friends; but when the child starts to attend kindergarten he or she has many more opportunities to play with his or her peers. Educators have an important task to direct and encourage play in order to maximize the children's development of all their skills and abilities. These capabilities also include prereading and prewriting skills. The first part of the thesis gives an overview of the developmental characteristics of preschool children outlining the factors that support the development of prereading and prewriting skills. In the second part of the study play is examined as the context in which the child's development occours. Based on existing research a definition of play is given, as well as a list of types of play and their role in language development is highlighted. The central question of promoting pre-literacy skills through play is also dealt with. In doing this the role of the adults is emphasized, whether it is the role of the family or the role of educators in the kindergarten. The final part of the thesis consists of a list of games and an analysis of their effects.

    Item Type: Thesis (Diploma thesis)
    Keywords: development of preschool children, preliteracy skills, games, motivation
    Number of Pages: 82
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Martina OzbičMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11092809)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 3578
    Date Deposited: 17 Aug 2016 13:31
    Last Modified: 17 Aug 2016 13:31
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3578

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