Ugotavljanje razlik v gibalno-psihosocialnih odzivih od 2- do 3-letnih otrok glede na dva različna izvedbena kurikuluma

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Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[I. Jesenovec]
UDC:	373.2:796(043.2)
COBISS:	9365577
Views:	675
Downloads:	149
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Identifying differences in physical, psychological and social responses of children aged 2 to 3 years respect to two diferent implementing curriculum
Secondary abstract:	The aim of this work was to analyse the influence of different implementing curriculums on the holistic, i.e. motoric, cognitive, social and emotional, response of 2-3 year old children. To this extent we have analysed the performance of two implementing curriculums; the experimental curriculum applied to a test group includes changeably integrating motional and other activities, whilst in a control group the standard implementing curriculum of our kindergarten was implemented. We have developed and applied our own grading scale to quantify the differences in motoric and psychosocial response between the test and the control group. The sample is represented by two groups of 2-3 year old children from the unit "Želvica" of Vrhnika Kindergarten. There were 13 toddlers in the test group and 14 in the control group. Five different activities were performed in both groups within one week. Data were qualitatively and quantitatively analysed. Quantitative analysis is based on a frequency distribution. The results confirmed that experimental implementing curriculum had bigger positive impact on the holistic response of children compared to the standard implementing curriculum of our kindergarten. Children in the experimental group more frequently performed different locomotive and manipulative motions and more frequently took part in the offered activities. They were debating and actively performing some of the activities for longer periods afterwards. They also showed more positive emotions. The experiment also revealed close positive relation between motoric and other activities.
Secondary keywords:	motor activity;child development;pre-school child;motorika;razvoj otroka;predšolski otrok;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	55 str.
Type (ePrints):	thesis
Title (ePrints):	Identifying differences in physical, psychological and social responses of children aged 2 to 3 years respect to two diferent implementing curriculum
Keywords (ePrints):	otrok
Keywords (ePrints, secondary language):	child
Abstract (ePrints):	Z diplomsko nalogo smo želeli ugotoviti, kakšen izvedbeni kurikulum v večji meri vpliva na celotno, torej gibalno, kognitivno, socialno in emocionalno odzivnost 2−3 letnih otrok. V ta namen smo analizirali dva izvedbena kurikuluma, in sicer izvedbeni kurikulum v eksperimentalni skupini, kjer se je področje gibanja načrtno izmenjaje integriralo z ostalimi področji dejavnosti ter izvedbeni kurikulum v kontrolni skupini, ki se sicer izvaja v našem vrtcu. Za potrebe raziskave smo skonstruirali ocenjevalno lestvico, s pomočjo katere smo ugotavljali razlike pri gibalno-psihosocialnih odzivih med eksperimentalno in kontrolno skupino. Vzorec sta predstavljali dve skupini 2−3 letnih otrok iz enote Želvica Vrtca Vrhnika, pri čemer je bilo v eksperimentalni skupini 13, v kontrolni pa 14 otrok. V obeh skupinah smo izvedli po pet dejavnosti v obdobju enega tedna. Podatke smo obdelali kvantitativno in kvalitativno. Za kvantitativno obdelavo podatkov smo uporabili frekvenčno porazdelitev. Na podlagi pridobljenih rezultatov smo ugotovili, da eksperimentalni izvedbeni kurikulum v večji meri pozitivno vpliva na celotno odzivnost otrok kot izvedbeni kurikulum, ki se izvaja v našem vrtcu. Otroci v eksperimentalni skupini so tako pogosteje izvajali lokomotorna in manipulativna gibanja, pogosteje so se vključevali v ponujene aktivnosti in izražali več pozitivnih čustev. Otroci eksperimentalne skupine so se o vsebini pogosteje konstruktivno pogovarjali s časovnim zamikom in jo tudi dlje aktivno ohranjali. V eksperimentu se je pokazala tudi tesna pozitivna povezanost gibalnih aktivnosti z vsemi področji dejavnosti.
Abstract (ePrints, secondary language):	The aim of this work was to analyse the influence of different implementing curriculums on the holistic, i.e. motoric, cognitive, social and emotional, response of 2-3 year old children. To this extent we have analysed the performance of two implementing curriculums; the experimental curriculum applied to a test group includes changeably integrating motional and other activities, whilst in a control group the standard implementing curriculum of our kindergarten was implemented. We have developed and applied our own grading scale to quantify the differences in motoric and psychosocial response between the test and the control group. The sample is represented by two groups of 2-3 year old children from the unit "Želvica" of Vrhnika Kindergarten. There were 13 toddlers in the test group and 14 in the control group. Five different activities were performed in both groups within one week. Data were qualitatively and quantitatively analysed. Quantitative analysis is based on a frequency distribution. The results confirmed that experimental implementing curriculum had bigger positive impact on the holistic response of children compared to the standard implementing curriculum of our kindergarten. Children in the experimental group more frequently performed different locomotive and manipulative motions and more frequently took part in the offered activities. They were debating and actively performing some of the activities for longer periods afterwards. They also showed more positive emotions. The experiment also revealed close positive relation between motoric and other activities.
Keywords (ePrints, secondary language):	child
ID:	8310706