Vloga odraslega v otroški igri

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[B. Mešić]
UDC:	373.2-053.8(043.2)
COBISS:	9692745
Views:	1506
Downloads:	428
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The role of the adult in children’s play
Secondary abstract:	The thesis is about the role of the adult in children's play. We focus here is primarily on the role or the importance of adult in symbolic play. To better understand the respondents, the survey questionnaire, I used a slightly older term fantasy game. Purpose of this study was to determine whether adults in socializing with the kids aware of their role as mentally more developed partner, mentioned by Vygotsky's theory, the extent to which they use and whether they are in the zone of proximal development of the child. As an audience, I surveyed parents at home and teachers play in the game in kindergarten. From the potential of the research I am exempt education assistants, since only these involve the children play more often than educators due to the nature of their work (not engaged in the design, the longer present in the group). The findings have shown that adults are aware of the importance of their role in the children's game, but due to time constraints associated with rare game. Even when adults join the game rarely act as mentally more developed partner. Keeping the game abandoned the child themselves but follows him, and thus do not operate in the zone of proximal development.
Secondary keywords:	pre-school child;play;predšolski otrok;igra;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	31 str.
Type (ePrints):	thesis
Title (ePrints):	The role of the adult in children’s play
Keywords (ePrints):	simbolna igra
Keywords (ePrints, secondary language):	symbolic play
Abstract (ePrints):	Diplomska naloga govori o vlogi odraslega v otroški igri. Osredinila sem se predvsem na vlogo oz. pomen odraslega v simbolni igri, ki sem ga v anketnem vprašalniku za lažje razumevanje anketirancev poimenovala z nekoliko starejšim terminom domišljijska igra. Namen diplomskega dela je bilo ugotoviti, ali se odrasli pri druženju z otroki zavedajo svoje vloge mentalno razvitejšega partnerja, o kateri govori teorija Vigotskega, v kolikšni meri jo uporabljajo ter ali delujejo v območju bližnjega razvoja otroka. Kot ciljni skupini sem v raziskavo vključila starše pri igri doma in vzgojitelje pri igri v vrtcu. Iz možne skupine za raziskavo sem izvzela pomočnike vzgojiteljev, saj se zaradi narave njihovega dela v igro otrok vključujejo pogosteje kot vzgojitelji (ne ukvarjajo se z načrtovanjem in so dalj časa prisotni v skupini). Ugotovitve so pokazale, da se odrasli zavedajo, kako pomembna je njihova vloga v otroški igri, a se zaradi časovne stiske igri redko pridružijo. Tudi ko se ji, le redko delujejo kot mentalno razvitejši partner. Vodenje igre prepustijo otroku, sami pa mu sledijo in s tem ne delujejo v območju bližnjega razvoja.
Abstract (ePrints, secondary language):	The thesis is about the role of the adult in children's play. We focus here is primarily on the role or the importance of adult in symbolic play. To better understand the respondents, the survey questionnaire, I used a slightly older term fantasy game. Purpose of this study was to determine whether adults in socializing with the kids aware of their role as mentally more developed partner, mentioned by Vygotsky's theory, the extent to which they use and whether they are in the zone of proximal development of the child. As an audience, I surveyed parents at home and teachers play in the game in kindergarten. From the potential of the research I am exempt education assistants, since only these involve the children play more often than educators due to the nature of their work (not engaged in the design, the longer present in the group). The findings have shown that adults are aware of the importance of their role in the children's game, but due to time constraints associated with rare game. Even when adults join the game rarely act as mentally more developed partner. Keeping the game abandoned the child themselves but follows him, and thus do not operate in the zone of proximal development.
Keywords (ePrints, secondary language):	symbolic play
ID:	8311561