Vloga vzgojitelja pri igri s strukturiranim in nestrukturiranim materialom

diplomsko delo

Karmen Bajde (Avtor), Tatjana Devjak (Mentor)

Povzetek

Diplomska naloga Vloga vzgojitelja pri igri s strukturiranim in nestrukturiranim materialom se osredotoča na igro, igralni material in vlogo vzgojitelja v predšolskem obdobju. V teoretičnem delu diplomske naloge sem se osredotočila na pomen igre, igralnih materialov in vloge strokovnega delavca. Predstavila sem različne vrste, dejavnike, značilnosti igre in opredelila igralne materiale, ki jih otroci uporabljajo pri igri. Na kratko so opisani tudi kriteriji kakovostne igrače. V poglavju o igri in kurikulumu sem poglobljeno raziskovala pomen igre v povezavi s posameznimi področji dejavnosti. Na koncu pa sem teoretični del zaključila z pomembno vlogo vzgojitelja pri organizaciji in pripravi igre predšolskega otroka. Glavni cilj empiričnega dela je bil vpogled v stališča vzgojiteljic o strukturiranem in nestrukturiranem materialu. Zanimalo me je kako dobro so vrtci založeni z nestrukturiranim materialom, kje strokovni delavci naletijo na težave pri organizaciji igre s strukturiranim in nestrukturiranim materialom in kako pogosto uporabljajo omenjen material pri igri otrok. Osredotočila sem se na pomen nestrukturiranega in strukturiranega materiala kot motivacijo pri igri otrok; reakcijo in vztrajnost otrok pri posamezni vrsti materiala in mnenje o pomenu in kvaliteti vloge vzgojitelja pri organizaciji in pripravi igre s strukturiranim in nestrukturiranim materialom. Na podlagi rezultatov raziskave sem ugotovila, da so vrtci dobro založeni z nestrukturiranim materialom in da strokovni delavci še vedno v veliki meri pri organizaciji igre uporabljajo predvsem strukturiran material. Ugotovila sem, da dodelanost igrače ni pogoj za uspešno igro in razvoj otroka, hkrati pa so mnenja vzgojiteljic potrdila, da se otroci dalj časa zadržujejo pri igri z nestrukturiranim materialom, kar pomeni, da nestrukturiran material glede na starost otrok vpliva na večjo motiviranost in raven domišljije pri igri. rezultati raziskave so pokazali, da se vzgojiteljice v igro s strukturiranim materialom večkrat vključujejo posredno v vlogi sodnika, usmerjevalca in pobudnika za razreševanje konfliktov. Vzgojiteljico opozarjajo, da je njihova vloga pri načrtovanju iger s strukturiranim in nestrukturiranim materialom zahtevna in težavna. Največ težav imajo pri organizaciji časa in zagotavljanju varnosti igre otrok z nestrukturiranim materialom.

Ključne besede

igrače;nestrukturiran material;strukturiran material;didaktični materiali;dobra igrača;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2016
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[K. Bajde]
UDK:	373.2.016:688.72(043.2)
COBISS:	10962249
Št. ogledov:	2139
Št. prenosov:	267
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The role of preschool teacher in child structured and unstructured play
Sekundarni povzetek:	The thesis entitled The Role of Preschool Teacher in Child Structured and Unstructured Play focuses on play, play materials and the role of preschool teacher in the preschool period. The theoretical part focuses on the meaning of child’s play and play materials as well as the role of the preschool professionals. Various types, factors and characteristics of child’s play were presented and play materials were defined. Toy quality criteria are also briefly described. The chapter dealing with the play and curriculum contains a detailed study on the meaning of child's play in connection with individual areas of the activity. The theoretical part ends with the important role of preschool teacher in organizing and preparing preschool child's play. The mail goal of the empirical part was an insight into the preschool teachers' point of view on structured and unstructured materials. I wanted to find out how well nursery schools are stocked with such materials, possible problems in organizing child’s play using the abovementioned materials and how often the material is used in child’s play. The focus was put on the meaning of structured and unstructured materials as a means of motivation in child’s play; the child's response and perseverance using a specific type of play material as well as opinion on the meaning and quality of preschool teacher's role in child’s play organization and preparation using child structured and unstructured materials. Based on the research results it was established that nursery schools are well stocked with structured and unstructured materials and that structured material is still mostly used by preschool teachers in organizing the child’s play. I also found out that visually and technically perfected toys do not necessarily mean successful child’s play and development. According to preschool teachers, preschool children prefer unstructured materials, which increase the child's motivation and imagination in different child ages. Preschool teachers often join the child structured material play indirectly acting as a judge, guide and initiator in order to resolve the conflicts. Preschool teaches warn that their role in planning child’s play with structured and unstructured materials is demanding and difficult. Their main difficulty is organizing the time and ensuring a safe play with unstructured materials.
Sekundarne ključne besede:	pre-school child;play;predšolski otrok;igra;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	90 str.
ID:	9134112