Igrišče vrtca kot prostor za aktivno učenje in igro otrok

magistrsko delo

Darja Cencelj (Avtor), Marcela Batistič-Zorec (Mentor)

Povzetek

Magistrsko delo preučuje igrišče vrtca kot prostor za aktivno učenje in igro otrok. V teoretičnem delu sem predstavila pomen participacije otrok in vlogo notranjega in zunanjega prostora za igro in učenje otrok v predšolskem obdobju, s poudarkom na igrišču vrtca. Ob tem sem izhajala iz standardov in normativov za otroška igrišča, ki jih določa zakonodaja, ter opisala poglede nekaterih sodobnih pedagoških pristopov na vlogo prostora in vlogo odraslega v vrtcu. Raziskava je kvantitativna. V vzorec je bilo vključenih 78 strokovnih delavcev oz. delavk iz treh vrtcev. S pomočjo anketnih vprašalnikov za strokovne delavce in delavke, ki delajo v oddelkih otrok od 4. do 6. leta starosti, sem raziskovala, kakšno vlogo ima igrišče, njegova urejenost in funkcionalnost pri organizaciji igre in učenja na prostem. Zanimalo me je, ali je zadovoljstvo z urejenostjo in funkcionalnostjo igrišča povezano s tem, da ga strokovne delavke več in bolj učinkovito uporabljajo. Preučevala sem tudi odnos strokovnih delavcev oz. delavk do participacije otrok pri dejavnostih na prostem ter dobljene rezultate primerjala z rezultati podobnih raziskav (Batistič Zorec, 2010; Jan, 2016). Rezultati raziskovanja kažejo, da se strokovne delavke, vključene v raziskavo, zavedajo pomembnosti otrokove participacije in menijo, da je participacija otrok v vzgojnem procesu nujna. Anketiranke večinoma pravijo, da pri načrtovanju dejavnosti prisluhnejo željam, pričakovanjem in zamislim otrok ter jih vnašajo v načrtovanje in izvedbo vzgojnega dela, kar pa še ne pomeni, da otroci dejansko sooblikujejo dejavnosti oz. življenje v vrtcu. V raziskavi se je torej pokazal razkorak med načelnim stališčem strokovnih delavcev oz. delavk, da je participacija otrok pomembna, in dejanskim ravnanjem v praksi. Statistična analiza je pokazala, da ocena urejenosti in funkcionalnosti igrišča ne vpliva na dolžino časa bivanja na prostem, iz česar sklepam, da na dolžino bivanja zunaj vplivajo drugi dejavniki, ki mi jih v opravljeni raziskavi ni uspelo ugotoviti. Tudi analiza povezanosti med količino bivanja zunaj in vključenostjo otrok v načrtovanje aktivnosti ni pokazala statistično pomembnih razlik, kar pomeni, da je participacija otrok pri dejavnostih zunaj neodvisna od časa, ki ga preživijo na igrišču oz. drugje na prostem. Opravljena raziskava je v nekaterih elementih potrdila rezultate že omenjenih drugih raziskav, ki so preučevale participacijo otrok pri načrtovanju dejavnosti v vrtcu znotraj ali na igrišču. Z izbranim vzorcem sem dobila rezultate, ki sicer kažejo na težave, ki so verjetno aktualne tudi v drugih vrtcih, ob čemer se zavedam, da jih ni mogoče posplošiti na celotno populacijo vrtcev. Pričakujem, da bodo ugotovitve raziskave prispevale k spreminjanju stališč strokovnih delavk in delavcev glede uporabe igrišča vrtca ter k spreminjanju prakse, predvsem v smeri večjega upoštevanja participacije otrok pri dejavnostih v vrtcu.

Ključne besede

participacija otrok;aktivno učenje;vrtec;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2018
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[D. Cencelj]
UDK:	373.2.016(043.2)
COBISS:	11945289
Št. ogledov:	674
Št. prenosov:	163
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Playground in preschool as a place for children's active learning and play
Sekundarni povzetek:	This master's thesis explores playground in preschool as a place for active learning and children's play. In the theoretical part, I presented the importance of children's participation and the role of internal and external space for playing and learning of preschool children with an emphasis on the kindergarten playground. At the same time, I derived from the standards and norms for playgrounds defined by law, and described the views of some contemporary pedagogical approaches to the role of space and the role of an adult in preschool. The research was quantitative, with 78 educational workers from three preschool included in the sample. Using the questionnaires for educational workers that lead classes of children aged 4–6, I examined the role of a playground, its organisation and functionality in organising play and outdoor learning. I was focused on the question whether satisfaction with the organization and functionality of the playground is connected with the fact that professional staff uses it more often and with more efficiency. I also studied the attitude of educational workers towards children's participation in outdoor activities and compared my results with the results of similar studies (Batistič Zorec, 2010; Jan, 2016). The results of the research show that the educational workers involved in the research are aware of the importance of child's participation and believe that participation of children in the educational process is necessary. Most respondents say that when planning activities, they listen to wishes, expectations and ideas of children, and bring them into planning and implementation of educational work. However, this does not mean that children actually co-shape activities or the life in preschool. The study thus showed a gap between the principled view of educational workers that the participation of children is important and their practical behaviour. Statistical analysis showed that the assessment of arrangement and functionality of a preschool playground does not affect the length of time spent outdoors, which leads me to conclusion that other factors, that I could not determine in the survey, influence the length of outdoor time. In addition, the analysis of the relationship between the length of time spent outdoors and the inclusion of children in planning of activities did not show statistically significant differences, which means that the participation of children in outdoor activities is independent of time they spend at the playground or elsewhere outdoors. The research in some elements confirmed the results of the aforementioned other studies, which were focused on participation of children in planning activities in preschool – indoor or at playgrounds. With the selected sample, I have obtained results that, although indicate problems that are probably also topical in other preschool, I am aware that they cannot be generalised to the entire preschool population. I expect that the findings of the research will contribute to changing attitudes of educational workers regarding the use of preschool playgrounds and change the practice, especially in the direction of greater consideration of children’s participation in preschool activities.
Sekundarne ključne besede:	pre-school child;play;playground;predšolski otrok;igra;igrišče;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani:	56 str.
ID:	10916573