Dete tokom razvoja formira kategorije na osnovu sličnosti i razlika, najpre prema perceptivnim svojstvima objekata, a potom prema semantičkim
odnosima među pojmovima, koji mogu da budu uspostavljeni na komplementarnosti baziranoj na istovremenoj pojavi/aktivnosti (tematske relacije)
ili sličnostima zasnovanim na zajedničkim karakteristikama (taksonomske
relacije). Prema nalazima nekih istraživanja, prelaz između tematske i taksonomske kategorizacije se javlja oko sedme godine, dok druge studije ukazuju na to da se taksonomski odnosi javljaju ranije, između četvrte i pete
godine života.
Cilj ovog istraživanja je utvrđivanje dinamike razvoja semantičke kategorizacije kod dece predškolskog uzrasta.
Uzorkom je obuhvaćeno sedamdesetpetoro dece tipičnog razvoja, uzrasta
4-6,11 godina (AS=5,052; SD=0,814). Uzorak čini 39 (52%) dečaka i 36
(48%) devojčica, a podeljen je u tri jednake uzrasne grupe.
Podaci uzrastu i vrtićkoj grupi dobijeni su iz pedagoško-psihološke službe
vrtića koji... ispitanici pohađaju.
Kategorizacija je procenjena zadacima slobodne klasifkacije i početne kategorijalne feksibilnosti, u kojima ispitanik samostalno svrstava pojmove
prema odabranom kriterijumu, i zadacima višestrukog izbora, u kojima se
odgovor bira iz grupe ponuđenih mogućnosti. Beležena je uspešnost i vrsta
odgovora.
Primenom multivarijatne analize varijanse utvrđeno je da je uzrast značajan činilac ukupnog postignuća na zadacima kategorizacije (p≤0,000), koji
objašnjava 31% varijabilnosti. Statistički značajan odnos uzrasta i sposobnosti kategorizacije ustanovljen je u domenima početne kategorijalne feksibilnosti (p=0,050) i primene perceptivnog (p=0,012), tematskog (p=0,004) i taksonomskog (p≤0,000) pristupa kategorizacji. Post hoc analizom utvrđeno je da se značajna razlika u uspostavljanju taksonomskih odnosa javlja
između četvrtogodišnjaka i petogodišnjka (p=0,046).
Prema rezultatima našeg istraživanja, taksonomski odnosi među pojmovima počinju da se uspostavljaju između četvrte i pete godine života deteta,
što predstavlja smernicu za programiranje sadržaja aktivnosti u predškolskom uzrastu.
Research subject: During the developmental period, a child forms categories
based on similarities and diferences; at frst according to perceptual properties
of objects, and later according to semantic relations among the concepts. Tese
relations can be based on thematic or taxonomic relations. According to the
results of some researches, transition from thematic to taxonomic categorization
occurs around seven years of age, while results of other studies indicate that
taxonomic relations emerge earlier, between the ages of four and fve.
Method: Te aim of this research is to determine the developmental trend of
semantic categorization in preschool children. Te sample consisted of 75 children
with typical development, between 4 and 6.11 years of age (M=5.052, SD=0.814).
Tere were 39 (52%) boys and 36 (48%) girls distributed into three equal age
groups.Data on age and preschool level were obtained by analyzing the records of
the preschool pedagogical-psychological service. Cate...gorization was assessed by
applying the tasks of free classifcation and initial categorical fexibility, in which
it was needed to independently sort concepts according to the selected criteria;
multiple-choice tasks, in which it was needed to choose a response from the
group of ofered possibilities; and elimination tasks, in which it was required to
identify the element that did not belong to the group. Performance was recorded,
as well as the type of responses.
Results: By applying multivariate analysis of variance it was found that age
was a signifcant factor of total achievement on categorization tasks (p≤0.000),
explaining 31% of variability. Statistically signifcant relation was determined
between age and categorization ability in the domain of initial categorical
fexibility (p=0.050) and implementation of perceptive (p=0.012), thematic
(p=0.005) and taxonomic (p≤0.000) approach to categorization. Post hoc analysis
revealed that signifcant diference in establishing taxonomic relations occurred
between the ages of four and fve (p=0.046).
Conclusion: According to the results of our research, taxonomic relations among
concepts start being established between the fourth and the ffh year of age,
which can represent a guideline for activity programming for preschool agechildren
Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017., 2017, 145-152
Publisher:
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
TY - CONF
AU - Gligorović, Milica
AU - Buha, Nataša
AU - Obradović, Jelena
PY - 2017
UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/2766
AB - Dete tokom razvoja formira kategorije na osnovu sličnosti i razlika, najpre prema perceptivnim svojstvima objekata, a potom prema semantičkim
odnosima među pojmovima, koji mogu da budu uspostavljeni na komplementarnosti baziranoj na istovremenoj pojavi/aktivnosti (tematske relacije)
ili sličnostima zasnovanim na zajedničkim karakteristikama (taksonomske
relacije). Prema nalazima nekih istraživanja, prelaz između tematske i taksonomske kategorizacije se javlja oko sedme godine, dok druge studije ukazuju na to da se taksonomski odnosi javljaju ranije, između četvrte i pete
godine života.
Cilj ovog istraživanja je utvrđivanje dinamike razvoja semantičke kategorizacije kod dece predškolskog uzrasta.
Uzorkom je obuhvaćeno sedamdesetpetoro dece tipičnog razvoja, uzrasta
4-6,11 godina (AS=5,052; SD=0,814). Uzorak čini 39 (52%) dečaka i 36
(48%) devojčica, a podeljen je u tri jednake uzrasne grupe.
Podaci uzrastu i vrtićkoj grupi dobijeni su iz pedagoško-psihološke službe
vrtića koji ispitanici pohađaju.
Kategorizacija je procenjena zadacima slobodne klasifkacije i početne kategorijalne feksibilnosti, u kojima ispitanik samostalno svrstava pojmove
prema odabranom kriterijumu, i zadacima višestrukog izbora, u kojima se
odgovor bira iz grupe ponuđenih mogućnosti. Beležena je uspešnost i vrsta
odgovora.
Primenom multivarijatne analize varijanse utvrđeno je da je uzrast značajan činilac ukupnog postignuća na zadacima kategorizacije (p≤0,000), koji
objašnjava 31% varijabilnosti. Statistički značajan odnos uzrasta i sposobnosti kategorizacije ustanovljen je u domenima početne kategorijalne feksibilnosti (p=0,050) i primene perceptivnog (p=0,012), tematskog (p=0,004) i taksonomskog (p≤0,000) pristupa kategorizacji. Post hoc analizom utvrđeno je da se značajna razlika u uspostavljanju taksonomskih odnosa javlja
između četvrtogodišnjaka i petogodišnjka (p=0,046).
Prema rezultatima našeg istraživanja, taksonomski odnosi među pojmovima počinju da se uspostavljaju između četvrte i pete godine života deteta,
što predstavlja smernicu za programiranje sadržaja aktivnosti u predškolskom uzrastu.
AB - Research subject: During the developmental period, a child forms categories
based on similarities and diferences; at frst according to perceptual properties
of objects, and later according to semantic relations among the concepts. Tese
relations can be based on thematic or taxonomic relations. According to the
results of some researches, transition from thematic to taxonomic categorization
occurs around seven years of age, while results of other studies indicate that
taxonomic relations emerge earlier, between the ages of four and fve.
Method: Te aim of this research is to determine the developmental trend of
semantic categorization in preschool children. Te sample consisted of 75 children
with typical development, between 4 and 6.11 years of age (M=5.052, SD=0.814).
Tere were 39 (52%) boys and 36 (48%) girls distributed into three equal age
groups.Data on age and preschool level were obtained by analyzing the records of
the preschool pedagogical-psychological service. Categorization was assessed by
applying the tasks of free classifcation and initial categorical fexibility, in which
it was needed to independently sort concepts according to the selected criteria;
multiple-choice tasks, in which it was needed to choose a response from the
group of ofered possibilities; and elimination tasks, in which it was required to
identify the element that did not belong to the group. Performance was recorded,
as well as the type of responses.
Results: By applying multivariate analysis of variance it was found that age
was a signifcant factor of total achievement on categorization tasks (p≤0.000),
explaining 31% of variability. Statistically signifcant relation was determined
between age and categorization ability in the domain of initial categorical
fexibility (p=0.050) and implementation of perceptive (p=0.012), thematic
(p=0.005) and taxonomic (p≤0.000) approach to categorization. Post hoc analysis
revealed that signifcant diference in establishing taxonomic relations occurred
between the ages of four and fve (p=0.046).
Conclusion: According to the results of our research, taxonomic relations among
concepts start being established between the fourth and the ffh year of age,
which can represent a guideline for activity programming for preschool agechildren
PB - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3 - Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.
T1 - Semantička kategorizacija kod dece predškolskog uzrasta
T1 - Semantic categorization in preschool children
EP - 152
SP - 145
UR - https://hdl.handle.net/21.15107/rcub_rfasper_2766
ER -
@conference{
author = "Gligorović, Milica and Buha, Nataša and Obradović, Jelena",
year = "2017",
abstract = "Dete tokom razvoja formira kategorije na osnovu sličnosti i razlika, najpre prema perceptivnim svojstvima objekata, a potom prema semantičkim
odnosima među pojmovima, koji mogu da budu uspostavljeni na komplementarnosti baziranoj na istovremenoj pojavi/aktivnosti (tematske relacije)
ili sličnostima zasnovanim na zajedničkim karakteristikama (taksonomske
relacije). Prema nalazima nekih istraživanja, prelaz između tematske i taksonomske kategorizacije se javlja oko sedme godine, dok druge studije ukazuju na to da se taksonomski odnosi javljaju ranije, između četvrte i pete
godine života.
Cilj ovog istraživanja je utvrđivanje dinamike razvoja semantičke kategorizacije kod dece predškolskog uzrasta.
Uzorkom je obuhvaćeno sedamdesetpetoro dece tipičnog razvoja, uzrasta
4-6,11 godina (AS=5,052; SD=0,814). Uzorak čini 39 (52%) dečaka i 36
(48%) devojčica, a podeljen je u tri jednake uzrasne grupe.
Podaci uzrastu i vrtićkoj grupi dobijeni su iz pedagoško-psihološke službe
vrtića koji ispitanici pohađaju.
Kategorizacija je procenjena zadacima slobodne klasifkacije i početne kategorijalne feksibilnosti, u kojima ispitanik samostalno svrstava pojmove
prema odabranom kriterijumu, i zadacima višestrukog izbora, u kojima se
odgovor bira iz grupe ponuđenih mogućnosti. Beležena je uspešnost i vrsta
odgovora.
Primenom multivarijatne analize varijanse utvrđeno je da je uzrast značajan činilac ukupnog postignuća na zadacima kategorizacije (p≤0,000), koji
objašnjava 31% varijabilnosti. Statistički značajan odnos uzrasta i sposobnosti kategorizacije ustanovljen je u domenima početne kategorijalne feksibilnosti (p=0,050) i primene perceptivnog (p=0,012), tematskog (p=0,004) i taksonomskog (p≤0,000) pristupa kategorizacji. Post hoc analizom utvrđeno je da se značajna razlika u uspostavljanju taksonomskih odnosa javlja
između četvrtogodišnjaka i petogodišnjka (p=0,046).
Prema rezultatima našeg istraživanja, taksonomski odnosi među pojmovima počinju da se uspostavljaju između četvrte i pete godine života deteta,
što predstavlja smernicu za programiranje sadržaja aktivnosti u predškolskom uzrastu., Research subject: During the developmental period, a child forms categories
based on similarities and diferences; at frst according to perceptual properties
of objects, and later according to semantic relations among the concepts. Tese
relations can be based on thematic or taxonomic relations. According to the
results of some researches, transition from thematic to taxonomic categorization
occurs around seven years of age, while results of other studies indicate that
taxonomic relations emerge earlier, between the ages of four and fve.
Method: Te aim of this research is to determine the developmental trend of
semantic categorization in preschool children. Te sample consisted of 75 children
with typical development, between 4 and 6.11 years of age (M=5.052, SD=0.814).
Tere were 39 (52%) boys and 36 (48%) girls distributed into three equal age
groups.Data on age and preschool level were obtained by analyzing the records of
the preschool pedagogical-psychological service. Categorization was assessed by
applying the tasks of free classifcation and initial categorical fexibility, in which
it was needed to independently sort concepts according to the selected criteria;
multiple-choice tasks, in which it was needed to choose a response from the
group of ofered possibilities; and elimination tasks, in which it was required to
identify the element that did not belong to the group. Performance was recorded,
as well as the type of responses.
Results: By applying multivariate analysis of variance it was found that age
was a signifcant factor of total achievement on categorization tasks (p≤0.000),
explaining 31% of variability. Statistically signifcant relation was determined
between age and categorization ability in the domain of initial categorical
fexibility (p=0.050) and implementation of perceptive (p=0.012), thematic
(p=0.005) and taxonomic (p≤0.000) approach to categorization. Post hoc analysis
revealed that signifcant diference in establishing taxonomic relations occurred
between the ages of four and fve (p=0.046).
Conclusion: According to the results of our research, taxonomic relations among
concepts start being established between the fourth and the ffh year of age,
which can represent a guideline for activity programming for preschool agechildren",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.",
title = "Semantička kategorizacija kod dece predškolskog uzrasta, Semantic categorization in preschool children",
pages = "152-145",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2766"
}
Gligorović, M., Buha, N.,& Obradović, J.. (2017). Semantička kategorizacija kod dece predškolskog uzrasta. in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 145-152.
https://hdl.handle.net/21.15107/rcub_rfasper_2766
Gligorović M, Buha N, Obradović J. Semantička kategorizacija kod dece predškolskog uzrasta. in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.. 2017;:145-152.
https://hdl.handle.net/21.15107/rcub_rfasper_2766 .
Gligorović, Milica, Buha, Nataša, Obradović, Jelena, "Semantička kategorizacija kod dece predškolskog uzrasta" in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017. (2017):145-152,
https://hdl.handle.net/21.15107/rcub_rfasper_2766 .
