Page 407 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 407
Use of the Picture Book in Teaching Mathematics and Serbian Language
CV E T PT I CA
Flower Bird
Figure 2 Visual Recognition of the Number and Position of Sounds within a word
Exercising the articulation of sound C by pronouncing words from the pic-
ture (and the picture book) which contain this sound may serve as an in-
centive for introducing students to the concept of a sound (phoneme) and
its understanding in the preparatory period which precedes the process of
learning reading and writing. This can be achieved through analytical exer-
cises that are considered difficult for students in methodology, which is why
they should be implemented based on the principle of gradualness (Mila-
tović 2013, 120). The exercise in which students identified the sound C at the
beginning, in the middle and at the end of a word at the same time represents
the first stage of analytical exercise for developing phonemic hearing in stu-
dents and for observing sounds in the context of a word. The next step is to
split the word into phonemes. Students are expected to identify the sounds
that comprise the word, and their number. This is an oral analysis, but to facil-
itate identification of the position of sounds, the teacher may single out the
picture he/she wants to analyse and represent sounds below the picture in
the form of circles, stars, or geometric shapes (squares, rectangles, triangles,
etc.) (Figure 2).
Through initial analytical exercises, students are gradually introduced to
synthetic exercises that will become inseparable from the former type of
exercises. In synthetic exercises, the teacher articulates individual sounds
and the students’ task is to recognise the word they make – flower – fffll-
looowwweeerrr (cvet – cccvvveeettt). The value of these exercises lies in the
fact that the teacher is able to see which students have difficulties in recog-
nising phonological codes in the period preceding the learning of reading
and writing, and to gradually eliminate those difficulties through a process
which will be experienced as play by the student. In addition, the aforemen-
tioned exercises help eliminate potential future difficulties students may ex-
perience in mastering reading skills, such as: incorrect articulation of sounds,
unbalanced dynamics of sound articulation and difficulties in connecting let-
ters into a whole, as well as omission of letters.
Concluding Remarks
Planning, organisation and realisation of teaching in school represents a very
complex and creative process in which the teacher plays a dominant role.
This task gets even harder if the student group is heterogeneous. Then the
407
CV E T PT I CA
Flower Bird
Figure 2 Visual Recognition of the Number and Position of Sounds within a word
Exercising the articulation of sound C by pronouncing words from the pic-
ture (and the picture book) which contain this sound may serve as an in-
centive for introducing students to the concept of a sound (phoneme) and
its understanding in the preparatory period which precedes the process of
learning reading and writing. This can be achieved through analytical exer-
cises that are considered difficult for students in methodology, which is why
they should be implemented based on the principle of gradualness (Mila-
tović 2013, 120). The exercise in which students identified the sound C at the
beginning, in the middle and at the end of a word at the same time represents
the first stage of analytical exercise for developing phonemic hearing in stu-
dents and for observing sounds in the context of a word. The next step is to
split the word into phonemes. Students are expected to identify the sounds
that comprise the word, and their number. This is an oral analysis, but to facil-
itate identification of the position of sounds, the teacher may single out the
picture he/she wants to analyse and represent sounds below the picture in
the form of circles, stars, or geometric shapes (squares, rectangles, triangles,
etc.) (Figure 2).
Through initial analytical exercises, students are gradually introduced to
synthetic exercises that will become inseparable from the former type of
exercises. In synthetic exercises, the teacher articulates individual sounds
and the students’ task is to recognise the word they make – flower – fffll-
looowwweeerrr (cvet – cccvvveeettt). The value of these exercises lies in the
fact that the teacher is able to see which students have difficulties in recog-
nising phonological codes in the period preceding the learning of reading
and writing, and to gradually eliminate those difficulties through a process
which will be experienced as play by the student. In addition, the aforemen-
tioned exercises help eliminate potential future difficulties students may ex-
perience in mastering reading skills, such as: incorrect articulation of sounds,
unbalanced dynamics of sound articulation and difficulties in connecting let-
ters into a whole, as well as omission of letters.
Concluding Remarks
Planning, organisation and realisation of teaching in school represents a very
complex and creative process in which the teacher plays a dominant role.
This task gets even harder if the student group is heterogeneous. Then the
407
