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Povezave med teorijo uma in metajezikovnimi zmožnostmi pri otrocih v zgodnjem otroštvu
Polno besedilo (pdf) | Ogledi: 253 | Napisan v angleščini. | Objavljeno: 8. september 2016
https://doi.org/10.20419/2016.25.448 | Citati: CrossRef (1)
Povzetek: Namen pričujoče raziskave je bil podrobneje preučiti povezave med teorijo uma in metajezikovnimi zmožnostmi pri otrocih v zgodnjem otroštvu. V raziskavo je bilo vključenih 45 otrok, starih od 4;6 do 6 let, ki so prihajali iz 5 različnih slovenskih vrtcev. Za ocenjevanje teorije uma smo uporabili Nalogo napačnih prepričanj in Preizkus razvrščanja slik, za ocenjevanje metajezikovnih zmožnosti pa Lestvice splošnega govornega razvoja in Preizkus pripovedovanja zgodbe – Rokavička. Poleg tega je bil uporabljen tudi vprašalnik za starše, namenjen zbiranju informacij o igri otrok. Rezultati so pokazali pomembno povezanost med dosežki otrok pri večini uporabljenih preizkusov. Kot pomembna se je kazala medsebojna povezanost otrokove teorije uma z metajezikovnim zavedanjem in pripovedovanjem zgodbe, še posebej z vidika vsebinske strukture zgodbe. Povezave med navedenimi zmožnostmi lahko kažejo na podobne zahteve po otrokovem razumevanju reprezentacij, ki ga predvidevajo otrokova teorija uma in metajezikovne zmožnosti. Poleg tega se dosežki pri Preizkusu razvrščanja slik niso pomembno povezovali z otrokovim razumevanjem napačnih prepričanj, so se pa ti dosežki pomembno povezovali z otrokovimi dosežki pri preizkusih metajezikovnih zmožnosti, kar kaže na povezanost med otrokovim razvrščanjem slik v celovito zgodbo in njegovimi metajezikovnimi zmožnostmi. Rezultati pa niso pokazali pomembnih razlik v teoriji uma otrok glede na njihovo najpogostejšo vrsto igre. Raziskava nudi celovit pregled odnosov med različnimi vidiki teorije uma pri otrocih in njihovimi metajezikovnimi zmožnostmi ter kot taka opozarja na tesno povezanost obeh konstruktov.
Ključne besede: teorija uma, metajezikovne zmožnosti, metajezikovno zavedanje, pripovedovanje zgodbe, zgodnje otroštvo
Citiraj:
Hacin, K. (2016). Relationship between children's theory of mind and metalinguistic competence in early childhood. Psihološka obzorja, 25, 72–83. https://doi.org/10.20419/2016.25.448
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