{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-GIQCVW1P/4f652f8c-37fb-4df9-9e02-d2e9d2c8bdfa/PDF","dcterms:extent":"323 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-GIQCVW1P/e5decf81-a96d-4271-847b-4e91a727f50c/TEXT","dcterms:extent":"39 KB"}],"edm:TimeSpan":{"@rdf:about":"1955-2025","edm:begin":{"@xml:lang":"en","#text":"1955"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-GIQCVW1P","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-2SDQL3ET"},{"@xml:lang":"sl","#text":"Jezik in slovstvo"}],"dcterms:issued":"2018","dc:creator":"Haramija, Dragica","dc:format":[{"@xml:lang":"sl","#text":"številka:4"},{"@xml:lang":"sl","#text":"letnik:63"},{"@xml:lang":"sl","#text":"str. 3-15, 125"}],"dc:identifier":["ISSN:0021-6933","COBISSID:69026658","URN:URN:NBN:SI:doc-GIQCVW1P"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Slavistično društvo Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"bralna pismenost"},{"@xml:lang":"sl","#text":"družinska pismenost"},{"@xml:lang":"sl","#text":"kulturni dejavniki"},{"@xml:lang":"sl","#text":"predšolsko izobraževanje"},{"@xml:lang":"sl","#text":"sistemski dejavniki"}],"dcterms:temporal":{"@rdf:resource":"1955-2025"},"dc:title":{"@xml:lang":"sl","#text":"Dejavniki bralne pismenosti in družinskega branja v otrokovem predšolskem obdobju|"},"dc:description":[{"@xml:lang":"sl","#text":"Based on the results of two separate surveys regarding reading literacy in the preschool period, we conducted an analysis of various research surveys on reading literacy and family reading and produced an improved platform for the development of reading literacy and family reading in the preschool period. We included the results of a research project entitled Cultural and Systematic Factors of Reading Literacy in Slovenia, and of a research and development project on family literacy entitled Hugged by Words. The results were analysed in the light of key competences for the twenty-first century (based on eight key competences for lifelong learning), the guidelines on emergent literacy as set out within the White Paper on Education (2011), and the proposal of a National Literacy Strategy (2017). The factors in family literacy development are system-related and cultural. One of the key system-related factors is preschool education, which has a tremendous impact on family literacy, as the current Curriculum for Preschool (1999) establishes the foundation for the understanding of different activities in the kindergarten, focusing above all on recognising the fact that literacy extends to all areas of activity (movement, language, art, society, nature, mathematics)"},{"@xml:lang":"sl","#text":"Na podlagi rezultatov dveh raziskav bralne pismenosti, ki se navezujeta na predšolsko obdobje otrok, smo opravili analizo različnih raziskav bralne pismenosti in družinskega branja ter pripravili izboljšana izhodišča za razvijanje bralne pismenosti in družinskega branja v predšolskem obdobju. Zajemali smo rezultate ciljnega raziskovalnega projekta Kulturni in sistemski dejavniki bralne pismenosti na Slovenskem in razvojno-raziskovalnega projekta družinske pismenosti V objemu besed. Rezultate smo presojali ob upoštevanju ključnih kompetenc za 21. stoletje (te izhajajo iz osmih ključnih kompetenc za vseživljenjsko učenje), izhodišč o porajajoči se pismenosti, zapisanih v Beli knjigi o vzgoji in izobraževanju (2011), in predlogu Nacionalne strategije za razvoj bralne pismenosti (2017). Dejavniki razvoja družinske pismenosti so sistemski in kulturni. Eden ključnih dejavnikov, povezanih s sistemom, je predšolsko izobraževanje, ki ima velik vpliv na družinsko pismenost, saj Kurikulum za vrtce (1999) vzpostavlja temelj za razumevanje različnih dejavnosti v vrtcu, pri čemer se osredinja predvsem na dejstvo, da pismenost zajema vsa področja dejavnosti (gibanje, jezik, umetnost, družba, narava, matematika)"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-GIQCVW1P","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-GIQCVW1P"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-GIQCVW1P/4f652f8c-37fb-4df9-9e02-d2e9d2c8bdfa/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slavistično društvo Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-GIQCVW1P/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-GIQCVW1P"}}}}