diplomsko delo
Urška Kalina (Author), Simona Prosen (Mentor)

Abstract

Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu sem s pomočjo strokovne literature opredelila skupine otrok s posebnimi potrebami, opisala dnevno rutino in njene elemente ter za vsako skupino otrok s posebnimi potrebami izpostavila zanje potrebne prilagoditve v vzgojnem procesu. Empirični del diplomskega dela zajema opredelitev raziskovalnega problema, cilje, raziskovalna vprašanja, metodologijo raziskovalnega dela, rezultate in interpretacijo ter sklepni del. V raziskavi so sodelovale tri vzgojiteljice iz razvojnih oddelkov vrtcev. Podatke za namen raziskave sem zbirala s pomočjo pisnega intervjuja, ki je vseboval vprašanja, povezana z izkušnjami vzgojiteljic, ki delajo z otroki s posebnimi potrebami v razvojnih oddelkih. V raziskavi sem želela ugotoviti, kako poteka dnevna rutina v razvojnem oddelku vrtca, kakšen je pomen dnevne rutine za otroke s posebnimi potrebami, kako vzgojiteljice privajajo otroke s posebnimi potrebami na dnevno rutino ob vključitvi v razvojni oddelek vrtca in katere prilagoditve dela uporabljajo pri vsaki skupini otrok s posebnimi potrebami. Ugotovila sem, da je potek dnevne rutine v vseh preučevanih oddelkih podobno strukturiran. Vzgojiteljice so izpostavile, da otroci s posebnimi potrebami potrebujejo več časa pri usvajanju in izvajanju dnevne rutine kot otroci v rednih oddelkih vrtca, posebno pri skrbi zase. Pomen dnevne rutine za otroke s posebnimi potrebami se intervjuvankam zdi zelo velik, saj otrokom nudi občutek varnosti in krepi njihovo samostojnost ter vpliva na njihova različna področja razvoja. Iz pridobljenih podatkov sem razbrala, da so vzgojiteljice, kadar se otrok s posebnimi potrebami vključuje v razvojni oddelek, pozorne na to, da uvajanje na dnevno rutino poteka postopoma, s posnemanjem drugega in z različnimi spodbudami. Ena vrsta spodbud, ki jih vzgojiteljice v veliki meri uporabljajo ob vključitvi otroka v razvojni oddelek in skozi celotno vzgojno-izobraževalno delo, je slikovno gradivo. Preko pridobljenih podatkov sem ugotovila, da vzgojiteljice pri delu z otroki s posebnimi potrebami upoštevajo časovne, prostorske in komunikacijske prilagoditve, in sicer se z otroki, ki se ne sporazumevajo verbalno, največkrat sporazumevajo s pomočjo kretenj. Časovne prilagoditve se večinoma kažejo v organiziranju krajših dejavnosti, prostorske pa v umikanju motečih dražljajev in ovir.

Keywords

razvojni oddelek;otroci s posebnimi potrebami;dnevna rutina;prilagoditve vzgojnega dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [U. Kalina]
UDC: 373.2.016:376(043.2)
COBISS: 51574787 Link will open in a new window
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Downloads: 28
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Other data

Secondary language: English
Secondary title: Daily routine adaptations for children with special needs in kindergarten special needs sections
Secondary abstract: The thesis is comprised of a theoretical and an empirical part. In the theoretical part, with the help of specialised material, I have determined different groups of children with special needs, defined the daily routine and its elements, and outlined the necessary adaptations in the educational process for each group of children with special needs. In the empirical part are included the research problem, the goals, the research issues, the methodology of the research work, the results and their interpretation, and the conclusion. Three early childhood teachers working in special education kindergarten sections participated in the research. The data for the purpose of the research have been collected through a written interview, which consisted of questions on the experiences of teachers working with children with special needs in special education kindergarten sections. In the research I wanted to determine what is the daily routine in special education sections, how important daily routine is for children with special needs, how teachers accustom children with special needs to daily routine when joining the special education section and which work adaptations teachers use with each group of children with special needs. I have established that the daily routines in the analysed sections are structured similarly. The teachers pointed out that children with special needs require more time to learn and follow the daily routine compared to children in regular kindergarten sections, especially in self-care. The interviewees find the daily routine for children with special needs to be of great importance, as it offers a sense of security, increases their autonomy and affects their different areas of development. The gathered data shows that teachers introduce children with special needs – when they are integrating in the special education section – to daily routine gradually, by imitation of other pupils and with various stimulations. Visual material is one such stimulation that teachers mainly use when children are integrating in special education sections and throughout the entire educational work. The obtained data also shows that when working with children with special needs, teachers observe the temporal, spatial and communication adaptations, therefore they mostly use gestures to communicate with children which don’t communicate verbally. Temporal adaptations usually consist of shorter activities, while spatial adaptations try to eliminate disturbing stimuli and obstacles.
Secondary keywords: backward child;nursery school;otrok s posebnimi potrebami;vrtec;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 66 str.
ID: 12588731