magistrsko delo
Vesna Doles Rozman (Author), Lea Šugman Bohinc (Mentor)

Abstract

Izhodišče za magistrsko delo je akcijsko raziskovanje, izvedeno v okviru strokovnega aktiva vrtca, v katerem so vzgojiteljice sodelovale pri raziskovanju inovativne akcije - opazovale in reflektirale so svoja ravnanja v primerih konfliktnih situacij v skupini otrok z namenom spremembe le-teh. V teoretičnem delu predstavim način dela v skupini Kairos, kot pomembno zanje za ravnanje pri reševanju konfliktnih situacij v vrtcu predstavim sinergetična generična načela, etiko udeleženosti, perspektivo moči in otrokov glas, elemente delovnega odnosa ter pomembnost spoštljivega, pozitivnega, soustvarjalnega jezika v vrtcu. V empiričnem delu raziščem, kako vzgojiteljice ocenjujejo vpliv oziroma učinke strokovnega aktiva izpred dveh let na svojo današnjo prakso ravnanja s konflikti z otroki, kako opredeljujejo sprejemljivo in nesprejemljivo ravnanje, upoštevajo glas otroka v primeru konfliktne situacije, kakšna je pri tem njihova perspektiva ravnanj, možne alternative nekonstruktivnim rutinskim vedenjem in ovire za večkratno uporabo njim alternativnih, konstruktivnih metod v konfliktnih situacijah. Ugotovitve: strokovni aktiv in udeležba v skupini Kairos posredujeta spodbudne okoliščine, da vzgojiteljice začnejo z opuščanjem manj zadovoljivih načinov delovanja ob konfliktih in razvijejo nove, alternativne, uspešnejše načine; vzgojiteljice se trudijo in si vzamejo čas za reševanje konfliktnih situacij v vrtcu; otroke si želijo vzgojiti za samostojno reševanje konfliktov; za ta namen so potrebni naslednji (zlasti odnosni) dejavniki: čas, ponovitve, učenje na napakah, pohvale, spodbude in humor; vzgojiteljicam zastavljeni želeni koraki služijo kot nadzorni parametri oziroma motivirajoči viri za doživljanje smiselnosti prizadevanja za spremembe svojega neučinkovitega ravnanja v konfliktnih situacijah z otroki.

Keywords

predšolski otroci;vzgojiteljice;predšolska vzgoja;otroški vrtci;sinergetična generična načela;delovni odnos;reševanje konfliktov;glas otroka;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FSD - Faculty of Social Work
Publisher: [V. Doles Rozman]
UDC: 373.2
COBISS: 51095299 Link will open in a new window
Views: 355
Downloads: 51
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Other data

Secondary language: English
Secondary title: Synergetic understanding of education for conflict in kindergarten
Secondary abstract: This masterʹs thesis presents an action research, conducted with professional workers in the kindergarten. Kindergarten teachers participated in the research of an innovative action, observing and thinking about their approach to conflicts in a group of children in order to change it. The theoretical part presents the working practice in the Kairos group. According to the group, the most important elements for conflict resolution in the kindergarten are synergetic generic principles, the ethics of participation, the perspective of power, a childʹs voice, the elements of a working relationship as well as the importance of a respectful, positive and co-creative language in the kindergarten. The empirical part studies how kindergarten teachers perceive the impact of professional workersʹ actions from two years ago on their todayʹs practice of conflict resolution in children. I also determine how they define acceptable and unacceptable behaviour, whether they consider the childrenʹs voice in case of a conflict, what is their perspective of actions, what type of constructive behaviour they identify as a possible alternative to unconstructive routine behaviour and what are the obstacles in a repeated implementation of alternative constructive methods in conflict situations. My conclusions are the following: professional workers and the participation in the Kairos group encourage kindergarten teachers to abandon less appropriate approaches to conflict resolution and develop new, alternative, more successful approaches; kindergarten teachers do dedicate their attention to conflict resolution in the kindergarten; they want to learn the children how to solve conflicts on their own; to do so, the following factors must be considered: time, repetitions, learning from mistakes, approval, encouragement and humour; kindergarten teachers perceive the set steps as control parameters or motivational sources in trying to recognize the importance of changing their ineffective approach in conflict situations involving children.
Secondary keywords: kindergarten;synergetic generic principles;working relationship;conflict resolution;children;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Fakulteta za socialno delo
Pages: 1 spletni vir (1 datoteka PDF (61 str.))
ID: 12388744