Medosebni odnosi in šola v naravi

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[K. Masnec]
UDC:	37.06(043.2)
COBISS:	8908105
Views:	791
Downloads:	229
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Interpersonal relationships and nature school
Secondary abstract:	The thesis is composed of two main parts. The first part deals with the theory of experiential pedagogy, with the basic categorisation of children with special needs and the methods of their placement into the education programmes adapted to them. The medical discourse as a guiding principle of the classification of children with special needs is discussed, also through exposing the problem of stigmatisation of these children and its effects on their positive self-concept. Further on, several specific characteristics of children and youth with moderate, severe and profound mental disability together with the concept of »nature school« and the methods of experiential pedagogy are presented. The thesis is focused on the population with moderate mental disability and on the interpersonal relationships of children and teachers in regard to their joint experience in nature school. Through the conducted interviews with teachers, as a qualitative research method, the answers to six key questions are presented in the empirical part of the thesis. The research established that teachers are aware of the potential effects and impacts the experience of nature school can have on the interpersonal relationships of its participants. In addition, the research confirms that all the pupils in classes with lower educational standards would benefit from »nature school« as a regular yearly project.
Secondary keywords:	open air school;interpersonal relations;backward child;šola v naravi;medosebni odnosi;otrok s posebnimi potrebami;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Socialna pedagogika
Pages:	88 f.
Type (ePrints):	thesis
Title (ePrints):	Interpersonal relationships and nature school
Keywords (ePrints):	medsebojni odnosi
Keywords (ePrints, secondary language):	interpersonal relationships
Abstract (ePrints):	Diplomska naloga je razdeljena na teoretični in empirični del. V prvem delu je predstavljena teorija doživljajske pedagogike z osnovno opredelitvijo otrok s posebnimi potrebami in načini njihovega usmerjanja v njim ustrezne programe šolanja. V predstavitvi je vključen medicinski diskurz, kot usmerjevalec v klasificiranju otrok s posebnimi potrebami. Osvetljen je problem stigmatizacije teh otrok ter težave, ki jih imajo pri gradnji svoje pozitivne samopodobe. Dodatno je predstavljenih nekaj specifik populacije z lažjo, zmerno in težjo motnjo v duševnem razvoju ter značilnosti šole v naravi in metode doživljajske pedagogike. Osredje mesto v diplomski nalogi je namenjeno otrokom z lažjo motnjo v duševnem razvoju ter predstavitvi medsebojnih odnosov otrok in učiteljev glede na njihovo skupno izkušnjo šole v naravi. Intervjuji z učitelji, kot kvalitativno metodo raziskovanja so nudili odgovore na šest ključnih vprašanj v empiričnem delu naloge. Raziskava je ugotovila, da se učiteljice zavedajo potencialnih vplivov in učinkov šole v naravi na medosebne odnose udeležencev. Raziskava potrjuje tudi, da bi šola v naravi, kot ustaljen in vsakoleten projekt, koristila vsem učencem oddelkov z nižjim izobrazbenim standardom.
Abstract (ePrints, secondary language):	The thesis is composed of two main parts. The first part deals with the theory of experiential pedagogy, with the basic categorisation of children with special needs and the methods of their placement into the education programmes adapted to them. The medical discourse as a guiding principle of the classification of children with special needs is discussed, also through exposing the problem of stigmatisation of these children and its effects on their positive self-concept. Further on, several specific characteristics of children and youth with moderate, severe and profound mental disability together with the concept of »nature school« and the methods of experiential pedagogy are presented. The thesis is focused on the population with moderate mental disability and on the interpersonal relationships of children and teachers in regard to their joint experience in nature school. Through the conducted interviews with teachers, as a qualitative research method, the answers to six key questions are presented in the empirical part of the thesis. The research established that teachers are aware of the potential effects and impacts the experience of nature school can have on the interpersonal relationships of its participants. In addition, the research confirms that all the pupils in classes with lower educational standards would benefit from »nature school« as a regular yearly project.
Keywords (ePrints, secondary language):	interpersonal relationships
ID:	8308113