magistrsko delo
Katarina Petrič (Author), Darija Skubic (Mentor), Damjana Kogovšek (Co-mentor)

Abstract

Vloga vzgojiteljice v razvoju govora pri otrocih z govorno-jezikovno motnjo je ključnega pomena, saj ima vzgojiteljica tako kot tudi otrokovi starši, pomembno vlogo v spodbujanju govornega razvoja predšolskih otrok. Pomemben je odnos vzgojiteljice do otrok, ki imajo »primanjkljaj«, saj je ravno vzgojiteljica tista, ki ustvarja pozitivno in prijetno klimo v oddelku. Vzgojiteljica lahko otroke obogati z vrednotami in izkušnjami o pomembnosti medsebojnega sprejemanja ne glede na to, kdo smo, kakšni smo in kaj imamo, da se vživimo v vsakega posameznika, da si med seboj pomagamo, sodelujemo in smo strpni drug do drugega. Prav tako vzgojiteljica načrtuje in v vsakdanje delo vključuje situacije, ki otrokom omogočajo rabo govora, poslušanje vrstnikov (dialog) in s tem pridobivanje zmožnosti, učiti se in sporazumevati ter ob tem usvajati pozitivne socialne odnose. V magistrskem delu sem v teoretičnem delu predstavila, kdo so otroci s posebnimi potrebami in kateri dokumenti obravnavajo te otroke ter kateri otroci so upravičeni do individualizacije oziroma t. i. individualne obravnave. Podrobneje sem predstavila skupine otrok z govorno-jezikovnimi motnjami ter predstavila vzroke za pojav omenjenih motenj in področja dela, na katerih najpogosteje zaznamo odstopanja v razvoju. Nadalje sem predstavila področja, na katerih se govorno-jezikovne motnje izražajo ter dokumente, ki obravnavajo otroke z govorno-jezikovnimi motnjami. Nato sem opredelila strategije vzgoje in izobraževanja otrok z govorno-jezikovnimi motnjami v Republiki Sloveniji in razvoj govora pri predšolskem otroku. V zadnjem poglavju teoretičnega dela sem predstavila vlogo vzgojiteljice pri delu z otroki z govorno-jezikovno motnjo. V empiričnem delu magistrskega dela sem predstavila cilje raziskave, kjer sem poskušala ugotoviti, na kakšen način vzgojiteljice prilagajajo svoje delo otrokom z govorno-jezikovnimi motnjami in ali prihaja do razlik pri delu z otroki z govorno-jezikovnimi motnjami glede na delovno dobo vzgojiteljic. Magistrsko delo sem sklenila s sklepnimi ugotovitvami, kjer sem poudarila rezultate raziskave, izpostavila predlagane pristope vzgojiteljic do otrok z govorno-jezikovnimi motnjami in dejavnosti s področja jezika ter ukrepe za izboljšanje aktualne situacije.

Keywords

artikulacijske motnje;motnje glasu;motnje govornega ritma;jezikovne težave;integracija;inkluzija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Petrič]
UDC: 376(043.2)
COBISS: 11508809 Link will open in a new window
Views: 709
Downloads: 145
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: The preschool teacher' role in the speech development of children with speech and language disorders
Secondary abstract: The role of kindergarten teacher in the speech development of children with speech and language disorders is of vital importance because a kindergarten teacher, as well as child's parents, plays a significant role in encouraging speech development in pre-school children. Also important is the relation between a kindergarten teacher and children with 'deficit' because it is the kindergarten teacher who creates a positive and pleasant atmosphere in the playroom. Kindergarten teacher can enrich the children with values and experiences on the importance of mutual acceptance regardless of one's identity, appearance and possessions, mutual help, cooperation and tolerance. In addition, kindergarten teacher plans and incorporates into every-day work the situations allowing the children to use speech, listen to their peers (dialogue) and thus to acquire the ability to learn, communicate and adopt positive social relations. In the theoretical part of the master's thesis, I identified the children with special needs, the documents on this subject matter, and the children entitled to individualisation or the-so-called individual approach. I have presented in detail the groups of children with speech and language disorders, the causes for such disorders, and areas of work where the deviations in development are recorded most often. Further, we analysed the areas where speech and languages disorders occur, and the documents on children with the mentioned disorders. Then I identified the strategies of educating and schooling of children with speech and language disorders in the Republic of Slovenia, and the speech development in pre-school children. In the last chapter of the theoretical part, I described the role of kindergarten teacher in working with children with speech and language disorders. In the empirical part of the thesis, I established the goals of my survey which was set to determine how kindergarten teachers adapt their work when dealing with children with speech and language disorders, and whether there are any differences in teachers' work with such children with regard to the period of their employment. In the end of the thesis, I provided conclusions focusing on the results of the survey, highlighted the approaches to children with speech and language disorders, and activities in the field of language proposed by kindergarten teachers, as well as outlined the measures for the improvement of the current situation.
Secondary keywords: backward child;special education;trainer;otrok s posebnimi potrebami;pouk po prilagojenem programu;vzgojitelj;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: VIII, 131 str.
ID: 9600986