{"?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-QXMTJ7CD/05f64778-11a4-459f-875f-81e6b5002b38/PDF","dcterms:extent":"177 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-QXMTJ7CD/e2940029-c3f0-4cd8-bef8-c9094d0954eb/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-QXMTJ7CD","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2008","dc:creator":["Kavčič, Tina","Zupančič, Maja"],"dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:19"},{"@xml:lang":"sl","#text":"str. 51-79"}],"dc:identifier":["ISSN:1581-6036","COBISSID:1806679","URN:URN:NBN:SI:doc-QXMTJ7CD"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoški inštitut"},{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"}],"dc:subject":[{"@xml:lang":"sl","#text":"družina"},{"@xml:lang":"sl","#text":"prvošolci"},{"@xml:lang":"sl","#text":"socialno vedenje"},{"@xml:lang":"sl","#text":"učna uspešnost"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"Dejavniki okolja, otrokovo socialno vedenje v vrtcu/šoli in učna uspešnost v prvem razredu|"},"dc:description":[{"@xml:lang":"sl","#text":"The paper presents contributions of children's social behaviour in (pre)school, their home environment and attendance of pre-school to academic achievement in the first grade. A sample of children attending pre-schools from age 1 to 3 was followed-up over the pre-school years. When they started primary schooling the sample was extended by a group of first graders not attending pre-school prior to school entry. The children's social behaviour atages 3, 4, 5 and 6 was rated by their (pre)school teachers. Mothers and fathers provided reports on their parental practices when the children were 3 and 6 years old. At the end of the first grade teachers evaluated first graders' attainment of performance standards in Slovene, Mathematics, and Environmental Education. Results of hierarchical regression analyses revealed that the predictors under investigation explain from 15% to 28% of the variance in students' academic achievement. The academic attainment in each ofthe three school courses was predicted best by the children's social competence in (pre)school. Mothers' self-reports on stimulation of their child's cognitive development predicted the students' academic achievement in Slovene. In addition, the course specific accomplishments were positively linked to the children's prior attendance of pre-school and their age of entryto pre-school, while they were negatively related to maternal in efficient control"},{"@xml:lang":"sl","#text":"V prispevku predstavljava vlogo otrokovega socialnega vedenja v izobraževalni ustanovi, družinskega okolja in obiskovanja vrtca pri vzdolžni napovedi učnih dosežkov v prvem razredu. Vzorec otrok, ki so bili vključeni v vrtec med 1. in3. letom, sva spremljali v predšolskem obdobju. Ko so se všolali, sva vzorecrazširili s skupino prvošolcev, ki pred vstopom v šolo niso obiskovali vrtca. Socialno vedenje otrok, ko so bili stari 3, 4, 5 in 6 let, so ocenile njihove vzgojiteljice v vrtcu/šoli. Mame in očetje sodelujočih otrok so ocenili značilnosti svojega starševstva, ko so bili otroci stari 3 in 6 let. Ob zaključku šolskega leta so učiteljice ocenile, v kolikšni meri so prvošolcidosegli standarde znanja pri slovenščini, matematiki in spoznavanju okolja. Rezultati hierarhičnih regresijskih analiz so pokazali, da obravnavanespremenljivke napovejo od 15 % do 28 % variabilnosti v otrokovih učnih dosežkih pri posameznih predmetih. Dosežke prvošolcev dosledno (pri vsehtreh predmetih) in najbolje napoveduje njihova socialna kompetentnost v vrtcu/šoli. Mamino spodbujanje otrokovega spoznavnega razvoja pomembno napoveduje učne dosežke prvošolcev pri slovenščini, uspešnost pri posameznih predmetih pa napovedujejo še otrokovo obiskovanje vrtca, starost ob vstopu v vrtec, negativno pa mamin neučinkovit nadzor"}],"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-QXMTJ7CD","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-QXMTJ7CD"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-QXMTJ7CD/05f64778-11a4-459f-875f-81e6b5002b38/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":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-QXMTJ7CD/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-QXMTJ7CD"}}}}