magistrsko delo
Maja Strašek (Author), Darja Zorc-Maver (Mentor)

Abstract

Magistrsko delo raziskuje, kakšen pomen pripisujejo vzgojiteljice učenju konstruktivnega reševanja konfliktov v vrtcu za psihosocialno blagostanje. Teoretični del magistrske naloge je sestavljen iz treh sklopov. V prvem delu najdemo razlago duševnega zdravja oz. psihosocialnega stanja otrok, kakšen vpliv ima na to okolje in zakaj je pomembno, da se ta tematika naslavlja že v vrtcu. V drugem delu je predstavljen vrtec, ki je del otrokovega sistema kot pomemben dejavnik, ki vpliva na psihosocialno dobrobit otrok. In sicer so podrobneje predstavljana socializacija v vrtcu, spodbudno učno okolje in aktivno učenje skozi igro, socialno-emocionalno učenje in razvoj in prikriti kurikulum. To so področja, ki imajo velik vpliv na psihosocialno blagostanje otrok. V zadnjem sklopu pa so preko konstruktivnega reševanja konfliktov predstavljene vzporednice prvih dveh sklopov. Predvsem sem se osredotočila na pomen socialno-emocionalnih kompetenc in vlogo vzgojiteljice. V empiričnem delu sem raziskovala, kakšen pomen vzgojiteljice pripisujejo učenju konstruktivnega reševanja konfliktov, kar pa je v veliki meri odvisno od posameznikovih socialno-emocionalnih kompetenc, zato sem delno raziskovala tudi to področje. Pri raziskovanju sem se osredotočila na primere dobrih praks, kriterij za izbor primernih oseb za raziskavo je bil, da je napisala strokovni članek na temo socialno-emocionalnega učenja in da ima vsaj tri leta delovnih izkušenj na delovnem mestu vzgojiteljice. Odgovori prikazujejo, da vzgojiteljice krepijo socialno-emocionalne kompetence tako preventivno kot tudi kurativno, prav tako spremljajo razvoj na slednjem področju, prikazani so tudi nekateri konkretni primeri. Socialno-emocionalni razvoj je odvisen tudi od spodbudnega učnega okolja in prikritega kurikuluma. Na slednja so vzgojiteljice pozorne. Pri spodbudnem učnem okolju dajejo pozornost predvsem temu, da se otroci počutijo varne. Z občutkom varnosti je tesno povezana tudi pozitivna disciplina, ki temelji na doslednosti in prijaznosti. Vzgojiteljice so hkrati pozorne, da je poskrbljeno za urejenost fizičnega in tudi domišljijskega prostora. Pri prvem jim je pomembno, da so v prostoru različni kotički, da je dovolj materiala in da je ta na dosegu otrok. Pri drugem – domišljijskem prostoru – pa so prostori igre in umetniškega doživljanja ter ustvarjanja. Pri prikritem kurikulumu so zlasti pozorne na to, da so otroci aktivni skozi ves dan, da jih vključujejo na različne načine in da vključujejo vse otroke, prav tako so pozorne, kakšne odnose imajo s strokovnimi delavkami in na njihovo komunikacijo do otrok. Konkretno pri učenju konstruktivnega reševanja konfliktov izpostavljam, da je pomembna vloga vzgojitelja kot modela učenja, predvsem njegova komunikacija in besedno pojasnilo. Prav tako je pomembno, da se vzgojiteljica ob čustvenih izbruhih otroka mirno odzove in da ubesedi čustveno stanje otroka. Večkrat se strokovne delavke v konfliktnih situacijah pojavijo kot mediatorke in pri otrocih v različnih konfliktnih situacijah spodbujajo moralni razvoj. Opravljena raziskava dopolnjuje nekatere ugotovitve o pomembnosti socialno-emocionalnega učenja, preko katerega posamezniki pridobivajo pomembne kompetence za konstruktivno reševanje konfliktov. S takšnim načinom reševanja konfliktov, ki so edina stalnica v našem življenju, pa lahko pripomoremo k psihosocialnemu blagostanju otrok in kasneje tudi odraslih.

Keywords

vrtci;konstruktivno reševanje konfliktov;psihosocialno blagostanje;socialne in čustvene kompetence;vloga vrtca in strokovnih delavcev;spodbudno učno okolje;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Strašek]
UDC: 373.2:613.86(043.2)
COBISS: 113960451 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Importance of learning constructive conflict resolution in kindergarten for psychosocial well-being
Secondary abstract: This master thesis explores the importance of teaching constructive conflict resolution in kindergarten for psychosocial well-being. The theoretical part of the master thesis consists of three clusters. The first part explains the mental health or psychosocial state of children, how the environment affects it and why it is important to address this topic as early as kindergarten. The second part presents the kindergarten as part of the child's system, as an important factor influencing the psychosocial well-being of children. Socialisation in kindergarten, stimulating learning environments and active learning through play, social-emotional learning and development, and the hidden curriculum are presented in more detail here. These are areas that have a major impact on children's psychosocial well-being. The last part shows the parallels to the first two parts through constructive conflict resolution. I particularly focused on the importance of social-emotional competencies and the role of the kindergarten teacher. In the empirical part, I investigated the importance that kindergarten teachers place on learning how to constructively resolve conflicts. But this depends to a large extent on the individual's social-emotional competencies, which is why I have done some research in this area as well. My research focused on examples of good practice, the criteria being that the kindergarten teacher had written a professional article on social-emotional learning and had at least three years of work experience. The answers show that kindergarten teachers strengthen social-emotional competencies both preventively and curatively, and also monitor developments in the latter area. Some concrete examples are also given. Social-emotional development also depends on a supportive learning environment and a hidden curriculum. And those two aspects are what kindergarten teachers pay attention to. In a stimulating learning environment, the focus is on making children feel safe. Positive discipline based on consistency and kindness is closely linked to a sense of security as well. At the same time, the kindergarten teachers make sure that both the physical and the imaginative space is kept tidy. For the former, it is important to them that there are different corners in the room and that there are enough materials and that they are within reach of the children. The second - the imaginary space - is a place for play and artistic experience and creation. In the case of the hidden curriculum, they especially focus on keeping children active throughout the day, on involving them in different ways and on involving all children, and they pay attention to the relationship they have with the professional and to their communication with the children. Specifically, when it comes to learning constructive conflict resolution, I stress the importance of the role of the kindergarten teacher as a model for learning, especially his/her communication and verbal explanation. It is also crucial for the kindergarten teacher to respond calmly to child's emotional outbursts and to articulate the child's emotional state. Often educators act as mediators in conflict situations and promote the moral development of children in different conflict situations. The research complements some of the findings on the importance of social-emotional learning, through which individuals acquire the necessary competencies for constructive conflict resolution. This way of dealing with conflicts which are the only constant in our lives, can contribute to the psychosocial well-being of children and later adults.
Secondary keywords: Predšolski otroci;Duševno zdravje;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Pages: 67 str.
ID: 15839882