magistrsko delo
Tjaša Hvala (Author), Mateja Cvetek (Mentor)

Abstract

V pričujočem magistrskem delu smo povezali pedagoško in klinično prakso. Raziskovali smo, kako starši opisujejo odražanje otrokovega bivanja v vrtcu doma na področju njegove samostojnosti. V teoretičnem delu smo najprej zaobjeli temo starševstva s poudarkom na konceptu vzgajanja v samostojnost. Dotaknili smo se še razlage odnosa med staršem in otrokom, kateri vidiki odnosa so pomembni, da bo otrok deloval čim bolj samostojno. Opisali smo potek razvoja samostojnosti otroka s stališča pedagogike Montessori in ozadje pedagogike same. Rezultate raziskave smo pridobili s pomočjo polstrukturiranih intervjujev, v katerih je sodelovalo 8 staršev, natančneje mater otrok, ki obiskujejo vrtec Nazaret s programom Montessori. Fenomenološka analiza nam je dala vpogled v doživljanja staršev, ki spodbujajo otroka k samostojnosti. Samostojnosti otroka pripisujejo velik pomen. Samostojnega posameznika doživljajo kot človeka, ki ima lastna mnenja in stališča, je aktiven in neodvisen od drugih. Pogled na samostojnega posameznika se ujema s pogledom na vzgajanje otroka v samostojnega posameznika. Starši otroku omogočajo, da je samoiniciativen, da sledi svojim interesom, odprto vzpostavlja interakcije; pomagajo mu graditi zaupanje in pogoje za sprejemanje odločitev. Pri vzgajanju v samostojnost jim je v veliko spodbudo vrtec s programom Montessori, iz katerega prinašajo vedenja domov, še posebej na področju razvoja samostojnosti. Aktivnosti iz vsakdanjega življenja in skrb zase so tiste dejavnosti, v katerih otrok doma največkrat sodeluje, jih z veliko motivacijo izvaja in so prinesene iz vrtca. Z vrtcem je zato treba dobro in usklajeno sodelovati. Poseben izziv pri spodbujanju samostojnosti doma staršem predstavljata organizacija in red. Ko otrok samostojno deluje, je zadovoljen, ponosen, ker vidi, da zmore. Starši opažajo, da tako gradi na samozavesti, in predvidevajo, da je samostojno otroštvo povezano z večjo samostojnostjo v odraslosti. Naše delo je poglobitev za starše in vse odrasle, ki želijo prisluhniti potrebam otroka in njegovemu razvoju. Menimo, da če odrasel otroku v zgodnjem otroštvu omogoči samostojno pridobivanje izkušenj, to ugodno vpliva na njegov razvoj in kasnejše delovanje.

Keywords

samostojnost;Montessori pedagogika;samostojnost otroka doma;fenomenološka analiza;starši in spodbujanje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL TEOF - Theological Faculty
Publisher: [T. Čufer]
UDC: 159.922.2-055.52:373.24
COBISS: 29399811 Link will open in a new window
Views: 446
Downloads: 146
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Other data

Secondary language: English
Secondary title: Parental perception of the child's independence in Montessori preschool programs
Secondary abstract: In this master's thesis, we linked pedagogical and clinical practice. We researched how parents describe the manifestation of their child's stay in the nursery while being at home, particularly in the area of their independence. In the theoretical part, we first covered the topic of parenting, with an emphasis on the concept of raising into independence. We also mentioned the explanation of the parent-child relationship, and tried to establish which aspects of the relationship are important for the child to act as independently as possible. We described the development of the child's independence from the perspective of Montessori pedagogy and the background of the pedagogy itself. The results of the study were obtained through semi-structured interviews involving 8 parents, specifically mothers of children attending Nazaret nursery, which is a nursery with the Montessori program. Phenomenological analysis has given us insights into the experiences of parents who encourage their child to become independent. The independence of the child is of great importance for them. They perceive an independent individual as a person who has their own opinions and views, is active and independent of others. The view of an independent individual can be equaled to the view of raising a child in an independent individual. The parents allow the child to take self-initiative, to follow their interests, and to interact without difficulties; they help them build confidence and conditions that enable decision-making. They are greatly encouraged by their nursery with the Montessori program which provides them with many models of behavior, especially in the area of developing independence. Everyday activities and taking care of oneself are those activities in which the child most often participates at home, tries to do them with great motivation and are brought from nursery. Therefore, good and coordinated cooperation with the nursery is of utmost importance. A particular challenge for parents in promoting independence at home is organization and order. When a child is acting independently, the parents perceive them as satisfied and proud to see that they can do many things. They note that this also builds their self-esteem which can suggest that an independent childhood is associated with greater independence in adulthood. Our work is trying to perpetuate a deeper reflection for parents and all adults who want to listen to the needs of the child and their development. We believe that if in early childhood a child is enabled by an adult to gain experience on their own, this will have a beneficial effect on their development and later functioning.
Secondary keywords: independence;Montessori pedagogy;child independence at home;phenomenological analysis;parents and encouragement;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Pages: V, 119 str.
ID: 12033109