diplomsko delo
Petra Pucer (Author), Jera Gregorc (Mentor)

Abstract

Predšolsko obdobje je čas razmeroma hitrih in neenakomernih sprememb na vseh področjih razvoja hkrati. Razumevanje razvoja je zato ključno za ustrezno načrtovanje dejavnosti v vrtcu, kar vključuje tudi dodatno strokovno pomoč otrokom s posebnimi potrebami. V prvih letih življenja je zaradi učenja na konkretni izkustveni ravni v ospredju gibalni razvoj. Otrok lahko z gibanjem raziskuje svoje telo in svet okoli sebe in tako pride do optimalnih konkretnih izkušenj, ki mu omogočajo pridobivanje znanj in ustvarjanje novih možganskih povezav. S premišljeno in skrbno načrtovano gibalno dejavnostjo v vrtcu (in doma) lahko pomembno pozitivno vplivamo na kakovost in hitrost otrokovega celostnega razvoja. Pri otrocih s posebnimi potrebami, ki se že v najzgodnejšem obdobju srečujejo z ovirami, ki bistveno upočasnjujejo njihov napredek, je učenje prek konkretnih izkušenj, igre in gibanja še toliko večjega pomena. Cilj diplomskega dela je bil analizirati pomen izbranih materialnih, vsebinskih in kadrovskih dejavnikov za izvedbo gibalnih dejavnosti pri urah dodatne strokovne pomoči v rednih oddelkih vrtca. Rezultati so pokazali, da ni statistično pomembnih povezav med dodatnimi izobraževanji s področja gibanja ter količino načrtovanih gibalnih dejavnosti pri urah dodatne strokovne pomoči. Prav tako količina načrtovanih gibalnih dejavnosti ni odvisna od prostorskih pogojev. Polovica anketiranih izvajalcev dodatne strokovne pomoči namenja izvajanju gibalnih dejavnosti več kot polovico skupnega časa, polovica pa manj kot polovico skupnega časa, namenjenega nudenju pomoči predšolskim otrokom s posebnimi potrebami. Iz rezultatov je razvidno, da je delež načrtovanih finomotoričnih dejavnosti večji od deleža grobomotoričnih dejavnosti znotraj načrtovanih gibalnih dejavnosti.

Keywords

otroci s posebnimi potrebami v vrtcu;dodatna strokovna pomoč;zgodnji razvoj;gibalne dejavnosti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [P. Pucer]
UDC: 373.2.016:796(043.2)
COBISS: 11233353 Link will open in a new window
Views: 717
Downloads: 149
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Other data

Secondary language: English
Secondary title: Analysis of implementation of motor activities within additional professional assistance in kindergarten
Secondary abstract: The preschool period is a time of relatively quick and different changes at all areas of the development at the same time. Understanding of the development is therefore crucial for proper planning of activities in the kindergarten, which also includes additional professional assistance for children with special needs. In the first year of life, the motor development is in forefront due to learning on a concrete experiential level. Through motion, the child can research his body and the world around him and so for the first time gain optimal concrete experiences, which enable him to acquire knowledge and create new brain connections. With thoughtfully and carefully planned physical activity in the kindergarten (or at home) we can have an important positive impact on the quality and speed of the child’s integrated development. In children with special needs, which are already in the earliest period facing problems that significantly slow down their development, learning through concrete experiences, playing and motion, is even more important. The purpose of the thesis was to analyse the importance of selected material, substantive and personnel factors for the execution of motor activities in additional professional assistance classes in regular kindergarten departments. The results showed that there are no statistically significant connections between additional education from the field of motion and the quantity of the planned motor activities in additional professional assistance classes. Precisely the quantity of the planned motor activities does not depend on special factors. Half of the questioned providers of additional professional assistance devote more than a half of their time for motor activities and the other half of the questioned devote less than half of the joint time for assistance to children with special needs. The results show that the rate of the planned fine motor activities is greater than the rate of gross motor skills within the planned motor activities.
Secondary keywords: motor development;pre-school child;backward child;gibalni razvoj;predšolski otrok;otrok s posebnimi potrebami;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages: V, 79 str.
ID: 9176580