diplomsko delo
Tjaša Može (Avtor), Marcela Batistič-Zorec (Mentor), Simona Prosen (Komentor)

Povzetek

V diplomskem delu sem se osredotočila na navezanost, ki jo otroci izražajo do vzgojiteljice in na socialne interakcije vzgojiteljice z otroki. V teoretičnem delu najprej predstavim splošne značilnosti navezanosti in jo opredelim, kasneje pa se osredotočim na razvoj navezanosti in na značilnosti oseb, na katere se otroci navežejo. Posvetim se tudi vplivu kakovosti vrtca na razvoj navezanosti. V empiričnem delu sem opazovala po 6 otrok in njihovo vzgojiteljico v petih različnih vrtčevskih oddelkih. Opazovala in zapisovala sem vedenje izbranih otrok do vzgojiteljice ter za vsakega otroka izpolnila Lestvico otrokove navezanosti na vzgojiteljico ter na podlagi opazovanja vzgojiteljice še Lestvico socialnih interakcij vzgojiteljice z otroki. Vzgojiteljica je ravno tako izpolnila Lestvico otrokovega vedenja do vzgojiteljice za istih šest otrok in Lestvico socialnih interakcij vzgojiteljice z otroki zase. Zanimalo me je, kakšno navezanost na vzgojiteljico kažejo otroci, kakšne socialne interakcije uporabljajo vzgojiteljice z otroki in kako se otrokovo vedenje, ki kaže kvaliteto njegove navezanosti na vzgojiteljico, povezuje z nekaterimi značilnostmi socialnih interakcij vzgojiteljice z otroki (pozitivni odnosi, kaznovanost, zadržanost, permisivnost) ter koliko se moje ocene in ocene vzgojiteljic razlikujejo med sabo. Ugotovila sem, da otroci v večini izražajo varno navezanost na vzgojiteljico in zelo malo anksiozne navezanosti. Vse vzgojiteljice so v interakcijah z otroki kazale zelo visoko stopnjo pozitivnih odnosov in malo kaznovanosti in zadržanosti. Med mojimi ocenami in ocenami vzgojiteljice pri obeh lestvicah (Lestvica otrokove navezanosti na vzgojiteljico in Lestvica socialnih interakcij vzgojiteljice z otroki) je prišlo do minimalnih razlik. Opazila sem možne povezave med pozitivnimi odnosi vzgojiteljice z otroki, ki so bili v vseh oddelkih visoko izraženi, z varno navezanostjo, ki so jo v veliki meri kazali vsi otroci, in tudi možno povezavo med šibko anksiozno navezanostjo in šibkimi permisivnimi, zadržanimi in kaznovalnimi interakcijami vzgojiteljice z otroki. Na razvoj varne navezanosti deluje veliko različnih dejavnikov in ne zgolj socialne interakcije vzgojiteljice z otroki, med drugimi je lahko dejavnik tudi kakovost vrtca.

Ključne besede

socialna interakcija;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [T. Može]
UDK: 373.2(043.2)
COBISS: 11143753 Povezava se bo odprla v novem oknu
Št. ogledov: 1005
Št. prenosov: 147
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Childrenʹs attachment to preschool teacher
Sekundarni povzetek: In the following paper the focus was put on the child's emotional attachment on the preschool teacher and the social interaction between the two. The first part is composed from the theoretical presentation and definition of the general characteristics of emotional attachment, while in the second part the focus goes to the development of the emotional attachment and the character traits of the person, on which the children are attached. The quality of preschool services is also put in consideration while measuring the development of emotional attachment. In the empirical part of the paper, 30 children and 5 preschool teacher were observed in 5 different preschool classes. On the basis of observation of children’s behaviour in relationship to the teacher the Chart of child’s attachment to the teacher and the Chart of social interaction of the teacher with the children were composed from the aspect of the writer of the paper. On the other side, teacher had to fill out the Chart of child’s behaviour to the teacher for the group of own 6 children and the Chart of social interaction of the teacher with the children for herself. The writer was interested, what kind of attachment level is shown by the children, what kind of social interactions are used by the teachers and how the child’s behaviour, which shows the quality of its attachment to the teacher is related to some of the traits of social interaction of the teacher (positive relationship, punishment, restraint and permissiveness) and how the writer’s grade are different from the teacher’s. The conclusion of the paper is, that mostly children show a safe attachment to the teacher and very little anxiety attachment. All of the studied teachers have shown a high level of positive relationship and a low level of restraint and punishment. There was also a minimum difference between the teacher’s and writer’s grades in the Chart of child’s attachment to the teacher and the Chart of social interaction of the teacher. Possible correlations between the positive relationships of the teacher with the children (which were highly measured in all of the classes) with safe attachment (that were measured in high levels in children’s behaviour) were observed. Also observed were weak correlation with anxiety attachment and weak permissive, restraint and punishment actions of the teacher. At the development of the safe attachment affects lots of different factors and not only social interactions of the teacher (quality of preschool service can be one of them).
Sekundarne ključne besede: pre-school child;trainer;attachment;predšolski otrok;vzgojitelj;navezanost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani: 43 str.
ID: 9166731