Ставови родитеља према читалачкој култури ученика млађих разреда основне школе

Недељко М. Милановић, Универзитет у Крагујевцу, Факултет педагошких наука, Јагодина, Србија, имејл: nedeljko996@gmail.com
Марина Д. Матејевић, Универзитет у Нишу, Филозофски факултет, Ниш, Србија
Иновације у настави, XXXV, 2022/4, стр. 85–98

 

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DOI: 10.5937/inovacije2204085M

Резиме: Циљ овог истраживања је утврдити ставове родитеља према читалачкој култури ученика млађих разреда основне школе. У истраживању је учествовало 180 родитеља из Републике Србије. Примењене су дескриптивна метода и метода теоријске анализe, док је инструмент засебно креиран за ово истраживање. Добијени резултати показују позитивне ставове родитеља према читалачкој култури ученика млађих разреда основне школe, мада већина родитеља сматра да постоје одређене препреке у развоју читалачке културе, као што су низак социоекономски статус родитеља (18,3%), незаинтересованост и лењост родитеља и деце (17,8%), презапосленост родитеља (14,4%), читање није у моди (8,9%), процес дигитализације (7,8%). Такође, уочене су значајне статистичке разлике између социодемографских карактеристика родитеља и њихових ставова према читалачкој култури. Резултати указују да мајке чешће од очева сматрају да деца треба свакодневно да читају. Родитељи са већим степеном образовања углавном више брину о читалачкој култури деце. Старији родитељи углавном сматрају да на децу треба утицати личним примером, док су млађи мишљења да родитељи треба више да се укључују у активности школе. Импликације добијених налаза сугеришу да читалачка култура мора постати императив данашњице, како у породичној средини, тако и у заједничкој сарадњи родитеља са школом кроз укључивање родитеља у наставне и ваннаставне активности и садржаје.

Кључне речи: ставови родитеља, ученици, читалачка култура, школа

 

Summary:  The aim of this research is to determine the attitudes of parents towards the reading culture of students in the lower grades of primary school. 180 parents from the Republic of Serbia participated in the research. A descriptive method and a theoretical analysis method were applied, while the instrument was created separately for this research. The obtained results show the positive attitudes of parents towards the reading culture of the children in the lower grades of primary school, although most parents believe that there are certain obstacles in the development of reading culture, such as: a low socio-economic status of parents (18.3%), a lack of interest and laziness of both parents and children (17.8%), parents overworked (14.4%), reading is not in trend (8.9%), and digitalization process (7.8%). Also, significant statistical differences were observed between the socio-demographic characteristics of parents and their attitudes towards reading culture. The results show that mothers, more often than fathers, believe that children should read every day. Parents with a higher level of education generally care more about their children’s reading culture. Older parents generally believe that children should be influenced by a personal example, while younger parents more often believe that parents should be involved in school activities. The implications of the obtained findings suggest that reading culture must become an imperative today, both in the family environment and in the joint cooperation of parents with the school through the involvement of parents in curricular and extracurricular activities and contents.

Keywords: attitudes of parents, students, reading culture, school

 

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Copyright © 2022 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited

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