Славица М. Голубовић, Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију, Београд, Република Србија
Невена Р. Јечменица, Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију, Београд, Република Србија, имејл: nevenajecmenica88@gmail.com
Иновације у настави, XXXIII, 2020/2, стр. 70–85

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije2002070G

Резиме: Циљ истраживања је утврђивање карактеристика граматичких способности код деце предшколског узраста, као и да ли одређени фактори утичу на усвојеност граматичког знања код ове групе деце. Истраживање је спроведено на узорку од сто два детета (педесет шест дечака и четрдесет шест девојчица), узраста од четири до шест година. За потребе истраживања деца су подељена у четири групе, са узрасним интервалом између група од пет месеци. У истраживању је за процену усвојености граматичког знања коришћен Тест разумевања граматике ‒ ТРОГ.
Резултати истраживања показују да постоје статистички значајне разлике у усвојености граматичких способности у односу на узраст деце (F (3.98)=5.48; p=0.002; η2=0.14). Анализом добијених резултата утврђене су статистички значајне разлике у постигнућу на примењеним задацима између најмлађе групе деце и осталих узрасних група, у корист старије деце (p<0.05). Са друге стране, нису утврђене статистички значајне разлике у постигнућу између дечака и девојчица (t (100)=-0.968; p=0.335; d=0.22). Супротно нашим очекивањима, нису утврђене статистички значајне разлике у сумарном скору ТРОГ теста у односу на образовни ниво мајки. Резултати истраживања показују да статистички значајне разлике постоје само између постигнућа деце мајки са средњим и високим нивоом образовања, у корист високообразованих мајки (p=0.009). Значајније резултате уочавамо на истој варијабли када као утицај посматрамо образовање оца (F (3.98)=2.90, p=0.039, η2=0.081).
Кључне речи: језичке способности, граматичко знање, предшколски узраст, ТРОГ тест.

Summary: The research goal was to identify the characteristics of grammar comprehension abilities in preschool children and to investigate whether certain factors impact the level of acquisition of grammar knowledge among these children. The research was conducted on a sample of 102 children (56 boys and 46 girls), age 4-6. For the purpose of this research, the children were grouped in four groups, with a five-month age interval among them. The Test for the Reception of Grammar (TROG) was used for assessing the acquisition of grammar knowledge. The research results indicate that there are statistically significant differences in the level of acquisition of grammatical abilities relative to children’s age (F (3.98)=5.48; p=0.002; η2=0.14). By analysing the obtained data, we identified statistically significant differences in the achievement on applied tasks between the youngest group of children and other groups, where older children had higher scores (p<0.05). On the other hand, no statistically significant differences were identified between boys and girls in terms of achievement (t (100)=-0.968; p=0.335; d=0.22). Contrary to our expectations, no statistically significant differences were observed in the summary score on TROG test relative to mothers’ level of education. The research results show that statistically significant differences are present only in the level of achievement of the children whose mothers have high school or college education, to the advantage of mothers with college education (p=0.009). More significant results were obtained in the same variable, where fathers’ education is viewed as an impact (F(3.98)=2.90, p=0.039, η2=0.081).
Кeywords: language abilities, grammar knowledge, preschool age, TROG.

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