Uporaba pravljic pri otrocih s težavami pozornosti in hiperaktivnostjo

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Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[L. Šket Kamenšek]
UDC:	376.1(043.2)
COBISS:	9896009
Views:	2110
Downloads:	532
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The use of fairytales with ADHD children
Secondary abstract:	This research introduces theoretical findings about problems of students with ADHD, as well as, fairy tales as a medium. The empirical part focuses on the process and analysis of the use of fairy tales as method of intervention and assistance. Students with attention deficit disorders and/or hyperactivity (reffered to as ADHD or children with disorders) are children who have difficulties, both in school and the broader social environment. The thesis introduces causes of these phenomena, symptomatics, the child's strong and weak points and various kinds of assistance. In order to gain a deeper understanding of fairy tales, we also explain their beginnings, by focusing on storytellers and fairy tale collectors, highlighting the importance of H. C. Andersen and his works. The psychological point of view in the use of fairy tales is explained through history and the approaches of Bruno Bettelheim (2002), Verena Kast (1999) and Regine Lückel (1990), who study the influence of fairy tales on individuals. This paper highlights their potential to work with students with ADHD. The empirical part introduces a qualitative three-year case study of a student with attention deficit and hyperactivity (1st-3rd grade), where Andersen's fairy tale interventions played a key part. Overtime, the student had become more active and reached a degree of his recreation (Andersen's works mostly), contributing to the increase of his independence and creativity. At the same time, his attention deficits and hyperactivity had decreased, confirmed by the qualitative analysis of half-structured interviews, carried out after each intervention with a fairy tale, the boy and his mother with the intention of gaining individual reflection. The entire research confirms that the fairy tale assistance model is feasible. The latter ended up being appropriate and effective due to the overlapping with the boy's strong sides (language, fine art and literary art). The stated findings can serve as a starting point for a deeper scientific research of the model fairy tale assistance model with other children with similar deficits, as well as, with the relation of their strong side. Thus, the conclusion on the overlapping of the strong side and the fairy tale, and consequently the appropriateness and effectiveness of the described model of assistance, would need to be explored further.
Secondary keywords:	remedial instruction sciences;backward child;fairy tale;attention;hyperactivity;specialna pedagogika;otrok s posebnimi potrebami;pravljica;pozornost;hiperaktivnost;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	182 str.
Type (ePrints):	thesis
Title (ePrints):	The use of fairytales with ADHD children
Keywords (ePrints):	učenci
Keywords (ePrints, secondary language):	students
Abstract (ePrints):	Raziskava predstavi teoretska spoznanja o težavah učencev, ki jih uvrščamo v skupino ADHD. V teoretičnem delu je pojasnjena tudi pravljica kot medij. Empirični del raziskave je usmerjen v proces in analizo uporabe pravljic kot metode intervencije in pomoči. Učenci z zmanjšano pozornostjo in/ali hiperaktivnostjo (v nadaljevanju uporabljamo uveljavljeno kratico ADHD ali izraz otroci s težavami, posebnostmi) so otroci, ki imajo težave v šoli in v širšem okolju. Predstavljeni so vzroki nastanka teh posebnosti, simptomatika, otrokova močna ter šibka področja ter vrste pomoči. Za globlje razumevanje pravljic smo se ustavili pri njihovih začetkih, to je pri pripovedovalcih in zbiralcih pravljic ter pravljičarju H. C. Andersenu. Psihološki vidik uporabe pravljic je predstavljen historično in skozi pristope Bruna Bettelheima (2002), Verene Kast (1999) in Regine Lückel (1990), ki raziskujejo vpliv pravljic na posameznika. V magistrski nalogi je osvetljen njihov potencial za delo z učenci z ADHD. V empiričnem delu je skozi kvalitativno raziskavo predstavljena študija primera triletnega spremljanja učenca z zmanjšano pozornostjo in hiperaktivnostjo (vse od obiskovanja 1. do zaključka 3. razreda), v kateri so imele intervencije z Andersenovimi pravljicami ključno vlogo. Med procesom je postajala vloga učenca vse aktivnejša in je dosegla stopnjo učenčevega poustvarjanja (predvsem Andersenovih pravljic), s čimer sta naraščali njegova samostojnost in kreativnost, hkrati pa so se njegove prvotne težave s pozornostjo in hiperaktivnostjo manjšale. Slednje potrjuje tudi kvalitativna analiza polstrukturiranih intervjujev, ki so bili izvedeni po zaključku intervencij s pravljico z dečkom in njegovo materjo, z namenom pridobitve individualne refleksije. Celotna raziskava potrjuje, da je model pomoči s pravljico mogoč. V raziskovalnem primeru je bil zaradi prekrivanja z dečkovim močnim področjem (jezik, likovna in literarna umetnost) ustrezen in učinkovit. Navedene ugotovitve so lahko izhodišče za poglobljeno znanstveno raziskovanje modela pomoči s pravljico pri drugih otrocih s podobnimi težavami in ugotavljanje povezanosti z njihovim močnim področjem, pri čemer bi se preveril sklep o prekrivanju močnega področja s pravljico in posledično ustreznosti in učinkovitosti omenjenega modela pomoči.
Abstract (ePrints, secondary language):	This research introduces theoretical findings about problems of students with ADHD, as well as, fairy tales as a medium. The empirical part focuses on the process and analysis of the use of fairy tales as method of intervention and assistance. Students with attention deficit disorders and/or hyperactivity (reffered to as ADHD or children with disorders) are children who have difficulties, both in school and the broader social environment. The thesis introduces causes of these phenomena, symptomatics, the child's strong and weak points and various kinds of assistance. In order to gain a deeper understanding of fairy tales, we also explain their beginnings, by focusing on storytellers and fairy tale collectors, highlighting the importance of H. C. Andersen and his works. The psychological point of view in the use of fairy tales is explained through history and the approaches of Bruno Bettelheim (2002), Verena Kast (1999) and Regine Lückel (1990), who study the influence of fairy tales on individuals. This paper highlights their potential to work with students with ADHD. The empirical part introduces a qualitative three-year case study of a student with attention deficit and hyperactivity (1st-3rd grade), where Andersen's fairy tale interventions played a key part. Overtime, the student had become more active and reached a degree of his recreation (Andersen's works mostly), contributing to the increase of his independence and creativity. At the same time, his attention deficits and hyperactivity had decreased, confirmed by the qualitative analysis of half-structured interviews, carried out after each intervention with a fairy tale, the boy and his mother with the intention of gaining individual reflection. The entire research confirms that the fairy tale assistance model is feasible. The latter ended up being appropriate and effective due to the overlapping with the boy's strong sides (language, fine art and literary art). The stated findings can serve as a starting point for a deeper scientific research of the model fairy tale assistance model with other children with similar deficits, as well as, with the relation of their strong side. Thus, the conclusion on the overlapping of the strong side and the fairy tale, and consequently the appropriateness and effectiveness of the described model of assistance, would need to be explored further.
Keywords (ePrints, secondary language):	students
ID:	8311896