magistrsko delo
Mateja Novljan (Avtor), Jera Gregorc (Mentor)

Povzetek

V predšolskem obdobju je otrokov razvoj celosten, kar pomeni, da se telesno, gibalno, spoznavno, čustveno in socialno področje med seboj prepletajo. Zato je težko meriti samo eno področje naenkrat. Poleg tega je razvoj v predšolskem obdobju različno hiter na različnih področjih. Razvoj opredeljujemo z rastjo, zorenjem, izkušnjami in z adaptacijo. Pri razvoju v najzgodnejšem obdobju imamo odrasli možnost vplivati na otroka predvsem z ustreznimi izkušnjami. Pomen pravih, dovolj pogostih in primerno intenzivnih izkušenj ob pravem času omogoča, da otrok čim bolj skladno s svojimi predispozicijami razvija svoj potencial. Tisto, kar zamudi v najzgodnejšem obdobju, pozneje namreč težko nadomesti. Načrtovanje ustreznih izkušenj je zaupano vzgojitelju. Na podlagi analize skupine otrok, ki mu je zaupana, načrtuje, izvaja, analizira in spreminja pedagoški proces, tako da sledi procesno-razvojnim ciljem. Realizira jih lahko na različne načine oziroma jih uresničuje po različnih poteh. V magistrskem delu s kvantitativno raziskavo analiziramo pomen materialnih, kadrovskih in organizacijskih dejavnikov za pogostost, vrsto in za trajanje gibalnih dejavnosti v naravi. Vzorec predstavlja 60 vzgojiteljev iz različnih krajev v Sloveniji. Vzorec spremenljivk predstavlja vprašalnik, zgrajen iz 7 sklopov. Ti so razdeljeni na: osnovne podatke, povprečno izvajanje gibalnih dejavnosti v naravi, znanje vzgojitelja, vrtčevski okoliš, odnos vzgojitelja do narave, mnenje vzgojitelja o pomenu gibanja otroka v naravi in vodstvo. Vprašalnike so vzgojitelji izpolnjevali v mesecu aprilu 2017. Dobljene podatke smo statistično obdelali s programom SPSS. Pri tem smo uporabili podprograma Frequencies za izračun posameznih odgovorov in Descriptives za izračun opisne statistike. Na podlagi rezultatov, pridobljenih v tej fazi, smo za preverjanje hipotez naredili ustrezne kompozitne spremenljivke, ki so enakovredno vključevale več komponent posameznega sklopa. Na podlagi dozdajšnjih raziskav in dostopne literature smo skonstruirali naslednje spremenljivke: materialni, organizacijski in kadrovski dejavniki. Vpliv izbranih dejavnikov smo merili z regresijsko analizo. Za ugotavljanje povezav med izbranimi spremenljivkami smo uporabili Pearsonov koeficient korelacije. Hipoteze smo sprejemali na ravni 5-odstotnega tveganja. Analiza rezultatov je pokazala, da imajo materialni, kadrovski in organizacijski dejavniki vpliv na izvajanje organiziranih gibalnih dejavnosti v naravi. Ugotovili smo tudi, da znanje in mnenje vzgojitelja ne vplivata na pogostost, vrsto in na trajanje gibalnih dejavnosti v naravi.

Ključne besede

kadrovski dejavnik;materialni dejavnik;organizacijski dejavnik;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Novljan]
UDK: 373.2.016(043.2)
COBISS: 11830089 Povezava se bo odprla v novem oknu
Št. ogledov: 628
Št. prenosov: 109
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: Analysis of the implementation of organized physical activities for pre-school children in nature
Sekundarni povzetek: Child development in the pre-school period is comprehensive, which means that the physical, locomotory, cognitive and social aspects are intertwined. It is, therefore, hard to measure achievements in each of these areas separately. Moreover, pre-school development varies in terms of the speed at which particular milestones in different fields are achieved. Development is characterized by growth, maturation, experience and adaptation. In its earliest stages child development can be influenced by adults, mainly by way of exposing children to relevant experiences. The importance of that lies in appropriate, sufficiently frequent and adequately intensive experiences provided at the right time, thus allowing children to develop their potential as much in line with their personal predispositions as possible, bearing in mind that any new skill or ability they had missed in the earliest stages may be hard to catch up with. It is teachers who are responsible for relevant experience planning. Based on an analysis of a group of children entrusted to them, they plan, implement, analyze and adapt the pedagogical process, making sure that it follows the developmental milestones. A teacher can pursue such goals in different ways, i.e. he or she can implement them following different paths. In this Master’s thesis, which includes quantitative research, we analyze the importance of material, personnel and organizational factors in the frequency, type and duration of physical activities in nature. The studied sample includes 60 teachers from different locations in Slovenia. The variables sample constitutes a questionnaire composed of 7 parts. The individual sections are divided into: basic information, average rate of physical activities conducted in nature, teacher’s knowledge, the kindergarten area, teacher’s attitude to nature, teacher’s knowledge of the significance of a child’s physical activity in nature and management. The questionnaires were completed by teachers in April 2017. The data gathered for this purpose were statistically processed in SPSS program. We also used subprogram Frequencies for calculation of individual answers and Descriptives for calculation of descriptive statistics. Based on the results obtained in this phase, in order to test the hypotheses, we prepared appropriate composite questionnaires, which in equivalent scope included a few components from each individual part. On the basis of different studies conducted so far as well as available literature, we constructed the following variables: material, organizational and personnel factors. The impact of the chosen factors was measured with the use of a regression analysis. In order to establish the connections between selected variables Pearson correlation coefficient was used. We accepted the hypotheses with a 5% risk rate. The analysis of results has shown that material, personnel and organizational factors influence the implementation of organized physical activities in nature. We have also determined that teachers’ knowledge and opinions do not affect the frequency, type and duration of physical activities performed in nature.
Sekundarne ključne besede: pre-school education;science education;motion;predšolska vzgoja;naravoslovna vzgoja in izobraževanje;gibanje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: IX, 48 str.
ID: 10881410