diplomsko delo
Anja Avbelj (Author), Darija Skubic (Mentor)

Abstract

Pogosto je otrokov prvi stik s knjigo povezan s slikanico, ki jo predvsem v predbralnem obdobju običajno odrasli bere otroku. Branje slikanic v predšolskem obdobju je pomembno za razvoj otroka na različnih področjih in hkrati otroka vzgaja za življenje. Kratka besedila z mnogimi ilustracijami odpirajo otrokom vrata v njim še nepoznani svet. Lahko razbijajo tabuje, si prizadevajo za širšo družbeno enakopravnost ter pomagajo graditi mostove za velikokrat (še vedno) prezrte skupine, kot so npr. osebe s posebnimi potrebami. Z diplomskim delom sem želela ugotoviti stališča vzgojiteljev do rabe slikanic s tematiko posebnih potreb v predšolskem obdobju. V teoretičnem delu diplomskega dela sem predstavila slikanico, osvetlila tematiko posebnih potreb v otroški književnosti ter opisala posamezne skupine otrok s posebnimi potrebami. Raziskala sem splet in tudi na slovenskem trgu našla kar nekaj čudovitih slikanic s tematiko posebnih potreb, ki jih lahko vzgojitelji preberejo otrokom v vrtcu. V empiričnem delu diplomskega dela sem z anketnim vprašalnikom raziskala stališča in mnenja vzgojiteljev do rabe slikanic s tematiko posebnih potreb v predšolskem obdobju. Ugotovila sem, da so anketirani vzgojitelji uporabi slikanic s tematiko posebnih potreb v predšolskem obdobju naklonjeni (84 %). Preverila sem tudi, v kolikšni meri vzgojitelji pri svojem delu že uporabljajo slikanice s tematiko posebnih potreb. Rezultati so pokazali, da le manjši del anketiranih vzgojiteljev (33 %) po njih poseže več kot trikrat letno, od tega najpogosteje po slikanicah o otrocih s čustvenimi in vedenjskimi motnjami. Zanimalo me je tudi, kako vzgojitelji ocenjujejo svoje znanje o osebah s posebnimi potrebami, ki ga s slikanicami posredujejo otrokom. Anketirani vzgojitelji so svoje znanje ocenili s povprečno oceno (3,2), in sicer kot niti dobro niti slabo (67 %). Menim, da bi morali vzgojitelji pri svojem delu z otroki v vrtcu pogosteje posegati po slikanicah s tematiko posebnih potreb, saj nudijo odlično izhodišče za obravnavo problemskih tematik z otroki v vrtcu ter nadaljnjih vodenih razprav na to temo. Vsakemu pedagoškemu delavcu bi morala postati obravnava tematike posebnih potreb z otroki zgolj še en izziv v njegovem profesionalnem razvoju. Vzgojitelj ima namreč velik privilegij, da lahko poleg staršev otroku že v zgodnjem obdobju njegovega razvoja tudi z branjem tovrstnih slikanic pomaga razvijati empatičen ter razumevajoč odnos do sovrstnikov, ki so drugačni.

Keywords

Drugačnost;osebe s posebnimi potrebami;slikanice;vzgojitelj;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Avbelj]
UDC: 373.2(043.2)
COBISS: 176904195 Link will open in a new window
Views: 16
Downloads: 2
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Other data

Secondary language: English
Secondary title: Preschool teachersʾ attitudes towards the use of special needs themed picture books in preschool education
Secondary abstract: Often, a child‘s first contact with a book is connected with a picture book, which is, especially during the preschool period, usually read to the child by an adult. Reading picture books in the preschool period is not only important for a child‘s development in various areas, but also educates the child for life. Short texts, accompanied by many illustrations, open the door to a world unknown to children. They can break taboos, strive for wider social equality and help build bridges for often (still) ignored groups, such as persons with special needs. With the graduation thesis, I wanted to identify the attitudes of preschool teachers towards the use of picture books about special needs in the preschool period. In the theoretical part of the thesis, I presented the picture book, shed light on the topic of special needs in children‘s literature and described individual groups of children with special needs. I did some research online and on our market I also found some wonderful picture books about special needs, that preschool teachers can read to children in the kindergarten. In the empirical part of the graduation thesis, I used a questionnaire to investigate the attitudes and opinions of preschool teachers about the use of picture books about special needs in the preschool period. I found that preschool teachers are in favour (84%) of using picture books about special needs in the preschool period. I also checked the extent, to which preschool teachers already use picture books about special needs in their work. The results showed that only a minority of preschool teachers (33%) use them more than 3 times a year; most often picture books about children with emotional and behavioural disorders. I was also interested in how preschool teachers themselves evaluate their knowledge of people with special needs, which they pass on to children through the picture books. Preschool teachers rated their knowledge with an average grade (3.2), as neither good nor bad (67%). I believe that preschool teachers should use picture books about special needs more often in their work with childrenin the kindergarten, as they provide an excellent starting point for dealing with problematic topics with children in kindergarten and further discussions on this topic. For every pedagogic worker, dealing with the topic of special needs with children should become just another venture in his professional development and a challenge to consciously improve his knowledge in these areas, if he lacks it or does not yet feel empowered in these areas. The preschool teacher has the great privilege of being able, in addition to the parents, to help the child develop an empathetic and understanding attitude towards peers, who are different, also through reading such picture books, even in the early period of his development.
Secondary keywords: Difference;picture books;people with special needs;preschool teacher;Predšolska vzgoja;Univerzitetna in visokošolska dela;
Type (COBISS): Bachelor thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 1 spletni vir (1 datoteka PDF (38 str.))
DOI: 20.500.12556/RUL-152788
ID: 21520848