| Међународни научни скуп: СТРАТЕГИЈА ВАСПИТАЊА И ОБРАЗОВАЊА У САВРЕМЕНИМ УСЛОВИМА |
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| ЗР ПИП-06
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ПРИПРЕМА ДЕЦЕ ЗА ПОЛАЗАК У ШКОЛУ УСМЕРЕНА КА УНАПРЕЂИВАЊУ СПРЕМНОСТИ ЗА ЧИТАЊЕ[1]
Апстракт: Календарски узраст у којем дете полази у школу није довољан показатељ спремности за школу, па самим тим ни спремности за учење читања. Спремност за учење читања разматра се кроз четири доминантна приступа којима се настоји објаснити појам спремност за школу, а то су: приступ зрелости, приступ опште припремљености, приступ специфичне припремљености и интеракција зрелости и припремљености. У савременим истраживањима посебно се истиче значај фонолошке свесности као једне од кључних предвештина читања. Полазећи од те чињенице, циљ овог рада је да кроз преглед и анализу теоријских и истраживачких студија које су се бавиле предвештинама читања, читањем и њиховом међусобном повезаношћу осветли улогу фонолошке свесности за читање у контексту припреме деце за полазак у школу. Истраживање је спроведено као преглед релевантне научне и стручне литературе, укључујући домаће и међународне емпиријске студије, теоријске моделе и препоруке из области предшколског васпитања и образовања, као и развоја језичких и читалачких компетенција код деце раног узраста. Посебан акценат биће усмерен на могућност примене ових сазнања у предшколској пракси, како би се унапредиле стратегије подстицаја развоја читања, као и превенција сметњи читања.
Кључне речи: спремност за школу, спремност за читање, фонолошка свесност, предшколски период.
[1] Истраживање је финансијски подржано од стране Министарства науке, технолошког развоја и иновација РС, број уговора: 451-03-137/2025-03/200251
PREPARING CHILDREN FOR SCHOOL AIMED AT IMPROVING READING READINESS[2]
Abstract: Chronological age is not a sufficient indicator of a child’s readiness for school, and consequently, not a reliable measure of reading readiness. The concept of reading readiness is analyzed through four predominant approaches to school readiness: the maturational approach, the general preparedness approach, the specific preparedness approach, and the interactionist approach combining maturity and preparedness. Contemporary research particularly highlights the importance of phonological awareness as one of the key predictors and precursors of reading acquisition. In light of this, the aim of this paper is to explore the role of phonological awareness in the context of school entry by reviewing and analyzing theoretical frameworks and empirical studies that have examined early reading skills, the development of reading, and their interrelatedness. The research is conducted as a literature review of relevant scientific and professional sources, including domestic and international empirical studies, theoretical models, and guidelines in the field of early childhood education, as well as language and literacy development in early childhood. Special emphasis is placed on the potential application of these insights in preschool educational practice, with the goal of improving strategies that support the development of reading and prevent reading difficulties.
Keywords: school readiness, reading readiness, phonological awareness, preschool period.
[2] The research was financially supported by the Ministry of Science, Technological Development and Innovation of the Republic of Serbia, contract number: 451-03-137/2025-03/200251
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