Vpliv skupnega branja otroških revij na razvoj in učenje otrok na primeru revije Ciciban
DOI:
https://doi.org/10.18690/oik.52.124.2Keywords:
shared reading, children's magazines, Ciciban magazine, children's holistic development, texts and illustrationsAbstract
The impact of reading children's magazines together on children's development and learning using the example of Ciciban magazine. The children's magazine Ciciban, designed for older preschool and younger schoolage children, will celebrate 80 years of uninterrupted publication in 2025. This article
examines the importance of high-quality children's magazines for shared reading between adults and children and, drawing on a developmental-psychological analysis of the magazine’s diverse content, explores their role and significance in supporting children's development and learning within family, preschool, and school contexts.
Downloads
References
Adamski, A. (2019). Children's magazines as tools for (not only) reading education. Acta Universitates Lodziensis Folia Litteraria Polonica, 58(3), 151–172.
Aram, D. in Shapira, R. (2012). Parent-child shared book reading and children's language, literacy, and empathy development. Revista Italiana di Educazione Familiare, 2, 55–65.
Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34, 174–183.
Blair, C. (2016). Executive function and early childhood education. Curent Opinion in Behavioral Sciences, 10, 102–107.
Bus, A. G. (2003). Social-emotional requisites for learning to read: V: A van Kleeck in A. A. Stahl (ur.), On reading books to children: Parents and teachers (str. 3–15). Erlbaum.
Cain, K., Oakhill, J. in Bryant, P. (2004). Children's reading comprehension ability: Concurent rediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31– 42.
Clinton- Lisell, V., Strouse, G. in Langowski, A. M. (2024). Children's engagement during shared reading of e-books and paper books: A systematic review. International Journal of Child-Computer Interaction, 39(1), 1–13.
Devescovi, A., Caselli, M. C., Marchione, D., Pasqualetti, P., Reilly, J., in Bares, E. (2005). A crosslinguistic study of the relationship between grammar and lexical development. Journal of Child Language, 32(4), 759–786.
Dolya, G. (2010). Vygotsky in action in the early years. Routledge.
Green, C. in Sun, H. (2025). Picturebooks increase the frequency and diversity of emotion vocabulary in children's language environments: Modeling potential benefits of emotional literacy, with pedagogical resources. Early Education and Development 36(3), 568–586.
Furenes, M. I., Kucirkova, N., in Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research. https://doi.org/10.3102/0034654321998074
Kohm, K. E., Holmes. R. B., Romeo, L. in Koolidge, L. (2016). The connection between shared storybook readings, children’s imagination, social interactions, affect, prosocial behaviour, and social play. International Journal of Play, 6(2), 128–140.
Lenhart, J., Suggate, S. P. in Lenhard, W. (2021). Shared-reading onset and emergent literacy development. Early Education and Development, 33(4), 589–607.
Marjanovič Umek, L. in Fekonja, U. (2019). Zgodbe otrok: Razvoj in spodbujanje pripovedovanja. Univerza v Ljubljani, Filozofska fakulteta.
Marjanovič Umek, L., Fekonja, U. in Hacin Beyazoglu, K. (2020). Zgodnja pismenost otrok: razvoj, spremljanje in spodbujanje. Znanstvena založba Filozofske fakultete v Ljubljani.
Marjanovič Umek, L., Fekonja, U. in Hacin Beyazoglu, K. (2022). Skupno branje odraslih in otrok. Otrokov vstop v svet domišljije, čustev, besed in zgodb. Mladinska knjiga.
Marjanovič Umek, L., Fekonja Peklaj, U. in Podlesek, A.(2010). Razvoj pripovedovanja zgodbe v zgodnjem otroštvu. Psihološka obzorja, 19(4), 35–53.
Marjanovič Umek, L., Fekonja Peklaj, U. in Podlesek, A. (2013). Characteristics of early vocabulary and grammar development in Slovenian-speaking infants and toddlers: A CDI adaptation study. Journal of Child Language, 40(4), 779–798.
Marjanovič Umek, L., Fekonja Peklaj, U. in Sočan, G. (2017). Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: A Slovenian longitudinal CDI study. Journal of Child Language, 44(2), 457–479.
Massaro, D., Valle, A. in Marchetti, A. (2013). Irony and second-order false belief in children: What changes when mothers rather than siblings speak? European Journal of Developmental Psychology, 10(3), 301–317.
McNally, S., Leech, K. A., Corriveau, K. H. in Daly, M. (2024). Indirect effects of early shared reading and access to books on reading vocabulary in middle childhood. Scientific Studies of Reading, 28(1), 42–59.
Meixner, J. M., Warner G. J., Lensing, N., Schiefele, U. in Elsner, B. (2019). The relation between executive functions and reading comprehension in primary-school students: A cross-lagged-panel analysis. Early Childhood Research Quartely, 46, 62–74.
Montag, J. L., Jones, M. N. in Smith, L. B. (2015). The words children hear: Picture books and the statistics for language learning. Psychological Science, 26(9), 1489–1496.
Nicolopoulou, A. in Richner, E. S. (2007). From actors to agents to persons: The development of character representation in young children's narratives. Child Development, 78(2), 412–429.
Pellegrini, A. D. in Galda, L. (1998). The development of school-based literacy. A social ecological perspective. Routledge.
Saksida, I. (2016). Je popularno vedno trivialno in trivialno vedno popularno? Otrok in knjiga, 43(97), 22–26.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407.
Šterman Ivančič, K. in Mlekuž, A. (ur.) (2023). Nacionalno poročilo PISA, 2022. Pedagoški inštitut.
Ten Amazing benefits of journaling for kids. (2024). Kidsville Pediatrics.
Van der Will, F., Smits van-der Nat, C. in van der Veen, C. (2022). Shared book reading in early childhood education: Effect of two approaches on children’s language competence, story comprehension, and causal reasoning. Early Education and Development, 36(4), 592 – 610.
Vander Woude, J., van Kleeck, A. in Vander Veen, E. (2009). Book sharing and the development of meaning. V: P. M. Rhyner (ur.), Emergent literacy and language development (str. 36–77). The Guilford Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ljubica Marjanovič Umek
This work is licensed under a Creative Commons Attribution 4.0 International License.