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The comparison encouragement prereading and prewriting skills using the principles of NTC learning styles and curriculum for preschool

Špela Torkar (2017) The comparison encouragement prereading and prewriting skills using the principles of NTC learning styles and curriculum for preschool. Diploma thesis.

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    Abstract

    Learning through play provides a preschool child with firm bases which are later built upon his entire life. I understand how crucial is preschool period and for that reason, I chose to test various activities recommended by Dr. Ranko Rajović as my graduate thesis. Graduate thesis »The comparison encouragement prereading and prewriting skills using the principles of NTC learning styles and curriculum for preschool« is composed of two parts. One of them is theoretic, the other empiric. The first part presents a development of a child at language area, along with the concepts of emergent literacy and with factors affecting literacy development. Furthermore, I described the procedure of developing prereading and prewriting skills according to both Kindergarten Curriculum and NTC learning system and its approach to literacy learning. In empiric part I compared two groups of children aged between four and six years. In first group I used NTC learning system compared to second group in which I did not present those activities. The main topic of all activities was Journey around Slovenia and discovering of neighbouring countries. At the start children drew text from a song titled Slovenija, using their associations. Later, they were discovering everyday symbols and learning flags of neighbouring countries. With motoric exercises, which enhance the development of synapses between both halves of the brain, the children “went” on a trip around Slovenia. Later we have connected to topic about health. During activities I was focused to processes of presenting, seriation and classification. At the end of my two-month work at a kindergarten, I carried out a preliteracy test in both groups. Children’s graphic realization, understating the concept of print and language comprehension were tested.

    Item Type: Thesis (Diploma thesis)
    Keywords: literacy, emergent literacy, kindergarten curriculum, NTC-learning system, pre-reading and prewriting skills
    Number of Pages: 52
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Darija SkubicMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11631945)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4548
    Date Deposited: 13 Jul 2017 11:05
    Last Modified: 13 Jul 2017 11:05
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4548

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