magistrsko delo
Tjaša Rola (Author), Karin Bakračevič Vukman (Mentor)

Abstract

Temperament predstavlja pomemben dejavnik v razvoju socialnega vedenja otroka. V veliki meri je biološko osnovan, vendar je tudi od okolja in naše dejavnosti odvisno, kako se bo določena lastnost razvijala in izražala. Predšolsko obdobje je tisto, ko se lahko še veliko stori v smeri razvoja, zato je pomembno, da v tem obdobju otroke podpiramo v tistih značilnostih, ki se povezujejo s pozitivnimi izidi ter poskušamo preprečevati razvoj tistih, ki se povezujejo z negativnimi. Namen našega magistrskega dela je razložiti vlogo otrokovega temperamenta v njegovem čustvenem in socialnem prilagajanju. Podatke smo pridobili s t. i. Vprašalnikom o socialnem vedenju otrok (SV-O) in z Vprašalnikom o otrokovem temperamentu (CBQ). V raziskavo je bilo vključenih 144 otrok, starih od 36 do 79 mesecev, ki obiskujejo enega izmed petih vključenih vrtcev. Rezultati so pokazali tendence, da se živahnost pozitivno povezuje s pozunanjenjem težav, vendar povezanost ni bila statistično pomembna. Pokazalo se je, da so otroci, ki izražajo več negativnega čustvovanja, tudi bolj anksiozni, nismo pa mogli potrditi statistične pomembnosti povezave med negativnim čustvovanjem in agresivnostjo. Rezultati so pokazali, da se plašnost pozitivno povezuje s ponotranjenjem težav, prizadevni nadzor pa s socialno kompetentnostjo in z le eno od dveh lestvic interakcije z odraslimi, in sicer s sodelovanjem; s samostojnostjo se ne povezuje statistično pomembno. Pokazala se je tudi zelo visoka negativna povezanost med ponotranjenjem težav in samostojnostjo. Prav tako je ugotovljeno, da ne obstajajo statistično pomembne razlike med spoloma v agresivnosti, kažejo pa se določene tendence glede trditve, da otroci, ki so pričeli obiskovati vrtec pred manj kot enim letom, izkazujejo več težav v splošnem prilagajanju kot otroci, ki obiskujejo vrtec več kot eno leto, vendar pa razlike med skupinama niso statistično pomembne. Izsledki raziskave so pomembni predvsem za identificiranje učinkovitih intervencij za otroke, ki imajo predispozicije za razvoj težav v socialnem razvoju zaradi svojih temperamentnih značilnosti.

Keywords

magistrska dela;temperament;socialno vedenje;predšolski otroci;pozunanjenje težav;prizadevni nadzor;socialna kompetentnost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [T. Rola]
UDC: 159.923.4:316.62-053.4(043.2)
COBISS: 23510792 Link will open in a new window
Views: 1366
Downloads: 191
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Other data

Secondary language: English
Secondary title: Temperament in relation to social behaviour of pre-school children
Secondary abstract: Temperament is an important factor in the development of a child's social behaviour. To a large extent it is based on biology, but it also depends on the environment and our actions how a certain characteristic will develop and express. The pre-school period is the period in which still a lot can be done in terms of development, therefore it is important to support those characteristics that are being related to positive outcomes and to try to prevent the development of those that are being related to negative ones. The aim of this master's thesis is to explain the role of a child's temperament in his emotional and social adaptation. The data was obtained with the Slovenian version of the Social Competence and Behavior Evaluation Scale - Preschool Edition (SV-O) and the Children Behavior Questionnaire (CBQ). The study included 144 children aged between 36 and 79 months who are attending one of the five included pre-schools. The results have shown tendencies that surgency is positively associated with the externalisation of problems, but the relation was not statistically significant. It has been shown that children who express more negative affectivity are also more anxious, however, it was not possible to confirm the statistical significance of the relation between negative affect and aggressiveness. The results have shown that surgency is positively associated with the internalisation of problems, effortful control with social competence and with only one of the two scales of the interaction with adults, that is with cooperation; it is not associated with autonomy in terms of statistical significance. A highly negative relation has also been shown between the internalisation of problems and autonomy. Another finding is that there are no statistically significant gender differences in aggressiveness, however, there are certain tendencies towards the claim that children who started to attend pre-school earlier than one year ago show more problems in the overall adaptation as children who attend pre-school for more than one year. However, differences between the groups are not statistically significant. The results of the study are important mainly for the identification of efficient interventions for children who have pre-dispositions for the development of difficulties in social development due to their temperamental characteristics.
Secondary keywords: master theses;temperament;social behaviour;preschool children;externalisation of problems;effortful control;social competence;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za psihologijo
Pages: IV, 63 f.
ID: 10874776