Socialne igre pri predšolskih otrocih

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Tomažin]
UDC:	159.922.7(043.2)
COBISS:	9626697
Views:	1918
Downloads:	204
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Social games with pre-school children
Secondary abstract:	The aim of the thesis Social games with pre-school children is to present social games as one of the work methods for relational learning. The theoretical part defines the social development of pre-school children and focuses on social skills that begin to emerge in the preschool period and of course social games. The purpose of social games is active learning, meaning they provide concrete situations, through which children actively learn as well as use social skills and express their views and feelings. The empirical part comprises a study based on the implementation of social games, observing children, and using a rating scale. I wanted to see how many children will achieve the objectives of individual games. For the purposes of this study I observed their participation, behavior and motivation. The results have shown that co-operation as well as collective identity games are more suitable for pre-school children from fifth year onwards. Games encouraging getting to know each other and learning about our differences are suitable for pre-school children from their second year on and only need to be adapted if necessary. Conflict-resolving games are suitable for pre-school children from the third year onwards. Conclusions encourage all teaching staff to use social games, which aim to improve relationships between children and teachers.
Secondary keywords:	pre-school child;social behaviour;predšolski otrok;socialno vedenje;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	35 str.
Type (ePrints):	thesis
Title (ePrints):	Social games with pre-school children
Keywords (ePrints):	predšolski otroci
Keywords (ePrints, secondary language):	pre-school children
Abstract (ePrints):	V diplomskem delu Socialne igre pri predšolskih otrocih so bile predstavljene socialne igre kot ena izmed metod dela za odnosno učenje. V teoretičnem delu je opredeljen socialni razvoj otrok od prvega do šestega leta. Poudarek je na socialnih veščinah, ki se začnejo pojavljati v predšolskem obdobju in seveda socialnih igrah. Namen socialnih iger je aktivno učenje, kar pomeni, da otrokom nudijo konkretne situacije, skozi katere aktivno spoznavajo in uporabljajo socialne spretnosti, izražajo svoja stališča in čustva. Empirični del vsebuje raziskavo, ki temelji na izvajanju socialnih iger, opazovanju otrok in uporabi ocenjevalne lestvice. Zanimalo me je, koliko otrok bo doseglo cilje posameznih socialnih iger. Njihovo sodelovanje, vedenje in motiviranost so bili glavni predmet opazovanja. Ugotovitve so pokazale, da so igre sodelovanja in skupinske identitete bolj primerne za predšolske otroke od 5. leta naprej. Igre spoznavanja ter igre razlik so primerne za predšolske otroke od 2. leta in potrebujejo prilagoditve pri mlajših otrocih le po potrebi. Igre reševanja sporov pa so primerne za predšolske otroke od 3. leta dalje. Sklepne ugotovitve spodbujajo vse pedagoške delavce k uporabi socialnih iger, katerih cilji izboljšujejo medsebojne odnose med otroki in vzgojiteljicami.
Abstract (ePrints, secondary language):	The aim of the thesis Social games with pre-school children is to present social games as one of the work methods for relational learning. The theoretical part defines the social development of pre-school children and focuses on social skills that begin to emerge in the preschool period and of course social games. The purpose of social games is active learning, meaning they provide concrete situations, through which children actively learn as well as use social skills and express their views and feelings. The empirical part comprises a study based on the implementation of social games, observing children, and using a rating scale. I wanted to see how many children will achieve the objectives of individual games. For the purposes of this study I observed their participation, behavior and motivation. The results have shown that co-operation as well as collective identity games are more suitable for pre-school children from fifth year onwards. Games encouraging getting to know each other and learning about our differences are suitable for pre-school children from their second year on and only need to be adapted if necessary. Conflict-resolving games are suitable for pre-school children from the third year onwards. Conclusions encourage all teaching staff to use social games, which aim to improve relationships between children and teachers.
Keywords (ePrints, secondary language):	pre-school children
ID:	8311354