Vzgojiteljeva stališča o preventivnem logopedskem programu v vrtcu kot modelu spodbudnega okolja za razvoj jezikovne zmožnosti

magistrsko delo

Alenka Vidmar (Author), Martina Ozbič (Mentor), Miran Čuk (Co-mentor)

Abstract

V magistrskem delu predstavljamo inovativni koncept preventivnega logopedskega programa (v nadaljevanju: PLP). Gre za model spodbudnega okolja za razvoj jezikovne zmožnosti otrok v vrtcu, ki logopedu v vrtcu mogoča široke možnosti za uresničitev svojega poslanstva in je edinstven v Republiki Sloveniji. Model tako ponuja nove možnosti za interdisciplinarni timski pristop logopeda in strokovnih delavcev v vrtcu. V teoretičnem delu opredelimo jezikovno zmožnost, osvetlimo razvoj jezikovne zmožnosti skozi različne razvojne teorije s poudarkom na sociokulturnih teorijah razvoja in učenja oz. interakcijskih teorijah ter dejavnikih otrokovega razvoja jezikovne zmožnosti ter predstavimo smernice za zgodnjo obravnavo in preventivno delo. Opisana sta inovativni koncept preventivnega logopedskega programa v vrtcu ter model timskega sodelovanja med logopedom in vzgojitelji, ki smo ga razvijali v okviru inovacijskega projekta v sodelovanju z Zavodom Republike Slovenije za šolstvo. Predstavljena sta tudi pomen stališč ter njihov vpliv na posameznikovo delovanje. V empiričnem delu smo izvedli raziskavo, v kateri smo si za cilj postavili analiziranje stališč strokovnih delavk vrtca do področij PLP (področje dejavnosti spodbujanja otrokovega razvoja jezikovne zmožnosti, področje dejavnosti logopedske pomoči v vrtcu, področje dejavnosti razvojnih in preventivnih dejavnosti v vrtcu, področje dejavnosti načrtovanja in evalvacije logopedskega dela v vrtcu) ter do povezovanja PLP in izvedbenega kurikula za vrtce, kot je bilo preizkušeno v modelu inovacijskega projekta. V raziskavi smo uporabili kvantitativni raziskovalni pristop. Za potrebe našega raziskovanja je bil oblikovan namenski vzorec, v katerem smo kot kriterij za izbor vzorca upoštevali seznanjenost s preventivnim logopedskim programom in sodelovanje z logopedom kot stalnim strokovnim sodelavcem vrtca. V vzorec smo vključili 74 strokovnih delavk (vzgojiteljic in pomočnic vzgojiteljic) VVZ Kekec Grosuplje, ki kot uporabnice PLP in njegove soustvarjalke vnašajo elemente PLP v življenje in delo vrtca oz. v izvedbeni kurikulum in tako soustvarjajo spodbudno okolje za razvoj jezikovne zmožnosti znotraj vrtca kot institucije. Raziskava je za slovenski prostor pomembna, ker so pozitivna stališča strokovnih delavk vrtca do PLP osvetlila možnosti za timsko sodelovanje med logopedom in strokovnimi delavkami v vrtcu. S faktorsko analizo smo ugotavljali latentno strukturo vprašalnika PLP in z majhnim številom faktorjev pojasnili vsako področje PLP. Ugotovili smo pomembne statistične razlike za celotno področje PLP med strokovnimi delavkami, ki so sodelovale z logopedinjo, in tistimi, ki z logopedinjo niso sodelovale. Dobljeni rezultati so pokazali, da timsko sodelovanje strokovnih delavk vrtca z logopedinjo in vključevanje v različne dejavnosti, ki jih ponuja PLP, omogočata strokovnim delavkam boljše poznavanje in razumevanje koncepta modela PLP, to pa prispeva k prepoznavanju lastne vloge strokovne delavke pri spodbujanju razvoja jezikovne zmožnosti otrok in vnašanju elementov PLP v izvedbeni kurikulum vrtca ter tako ob skupnem sodelovanju z logopedinjo omogoča soustvarjanje spodbudnega okolja za razvoj jezikovne zmožnosti otrok v vrtcu ter ustvarjanje pogojev za medpoklicno učenje.

Keywords

preventivni logopedski program;jezikovna zmožnost;vrtec;kurikulum za vrtce;logoped v vrtcu;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Vidmar]
UDC:	373.2.016:81(43.2)
COBISS:	11063881
Views:	849
Downloads:	175
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Preschool educators’ attitudes of the preventive speech therapy programme in nursery schools as a model of stimulating environment for developing language competence capacities
Secondary abstract:	The Masters Thesis presents an innovative concept of a preventive speech therapy programme (PSP). A model of creating an encouraging environment that supports language development of kindergarten children, the PSP provides a range of possibilities for the speech therapist to carry out his/her mission. Unique in the Republic of Slovenia, the model opens new possibilities to further develop interdisciplinary teamwork between the speech therapist and teachers in a kindergarten setting. The theoretical part defines linguistic ability, viewing language development through several developmental theories, in particular the sociocultural theories of development and learning as well as interaction theories and factors influencing the development of linguistic ability in children. Guidelines for early treatment and preventive work are presented. The innovative PSP concept is described, built around a speech therapist – teacher co-operation model which we elaborated in the course of an innovation project run together with the National Education Institute. Also discussed is the importance of views and their influence on an individual’s behaviour. The empirical part is based on a survey carried out to analyse the views of kindergarten teachers on the different areas of the PSP (kindergarten activities for supporting language development in children, speech therapist’s activities, developmental and preventive activities, planning and evaluation of speech therapist’s work in the kindergarten) and on integrating the PSP in the kindergarten implementing curriculum, as piloted under the innovation project. The survey was based on a quantitative approach. A dedicated sample was formulated according to the criteria of teachers’ familiarity with the PSP and their collaboration with the speech therapist as a permanent staff member. The sample was composed of 74 VVZ Kekec Grosuplje kindergarten staff (teachers and assistant teachers) who, as PSP users and co-authors, introduce PSP elements in the life and work in the kindergarten, i.e. its implementing curriculum, thereby helping to create an encouraging environment for child language development in the kindergarten as an institution. The survey proved relevant on a national level as teachers' positive views on the PSP highlighted new opportunities for collaboration between the speech therapist and teachers in the kindergarten. Factor analysis was used to examine the latent PSP questionnaire structure and to explain each PSP area with a small number of factors. Significant statistical differences were identified for the entire PSP between teachers who collaborated with the speech therapist and those who didn’t. Survey results showed that teamwork with the speech therapist and involvement in the various PSP activities helps teachers to better understand the PSP concept which enables them to recognise their own role in supporting child language development and to introduce PSP elements into kindergarten implementing curriculum. In this way, the teachers – in cooperation with the speech therapist – are able to take an active role in setting up an encouraging environment for language development of kindergarten children while at the same time creating conditions for inter-professional learning.
Secondary keywords:	pre-school child;speech therapy;predšolski otrok;logopedija;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	X, 150 str.
ID:	9154530