magistrsko delo
Ajda Podobnik (Avtor), Janez Jerman (Mentor), Mojca Vrhovski Mohorič (Komentor)

Povzetek

Preživljanje časa v naravi pozitivno vpliva na posameznikovo zdravje, vedno več pa je dokazov, da ima vpliv tudi na druga področja. V magistrskem delu smo se osredotočili na izvajanje dejavnosti v naravnih okoljih v programu za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo. Otroci s posebnimi potrebami imajo težave na različnih področjih, a jih lahko z ustrezno pomočjo premagajo oz. omilijo. V delu smo za pomoč pri izvajanju dejavnosti zunaj vrtca z otrokom s posebnimi potrebami predstavili didaktična priporočila, ki so vzgojiteljem lahko v oporo. Predstavili smo gozdno pedagogiko, ki je v skandinavskih deželah poznana in izvajana metoda, v Sloveniji pa jo uvaja, predstavlja in približuje šolam in vrtcem zavod Inštitut za gozdno pedagogiko. Z vključevanjem dejavnosti v gozdu in drugih naravnih okoljih vzgojitelji spodbujajo gibalni razvoj, s tem pa vplivajo tudi na kognitivno, čustveno in socialno področje. Predstavili pa smo tudi oceno tveganja, metodo dela, s pomočjo katere lahko premislimo, kje obstajajo tveganja in kako jih premostimo. Številne slovenske in tuje raziskave o učenju v naravi potrjujejo pozitiven učinek na otroke, ki redno zahajajo v gozdove in na travnike, zato smo v magistrskem delu raziskali, v kolikšni meri obiskujejo gozd ali izvajajo dejavnosti v naravnem okolju vzgojitelji skupin, v katerih je vključen otrok s posebnimi potrebami ter želeli ugotoviti, kakšne so izkušnje, ovire in prednosti pri načrtovanju in izvajanju dejavnosti zunaj vrtca v teh skupinah. V raziskavi je sodelovalo 56 vzgojiteljev, ki so imeli v zadnjih petih letih v svoji skupini vključenega otroka s posebnimi potrebami. Vzgojitelji so zaposleni v programu za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo. Podatke za raziskavo smo zbrali s pomočjo spletnega anketnega vprašalnika. Rezultati so pokazali, da vzgojitelji sicer obiskujejo gozd, vendar večina samo enkrat na mesec, da delovna doba nima vpliva na pogostost obiskovanja naravnih površin, oddaljenost od gozda pa vpliva na pogostost obiskov. Vzgojitelji večjih razlik pri obiskovanju gozda, z otrokom s posebnimi potrebami ali brez njega, niso izrazili. Kot razlog za neizvajanje dejavnosti v gozdu so največkrat izpostavili organizacijske ovire. Rezultati so še pokazali, da imajo vzgojitelji pozitivne izkušnje z vključevanjem otrok s posebnimi potrebami v dejavnosti ter da opazijo napredek na področju grobe motorike, zaznavanja, propriocepcije in orientacije. Vzgojitelji kljub različnim možnostim pomoči in sodelovanja s specialnim pedagogom tega ne koristijo, si pa želijo, da bi skupino lahko spremljal v gozd kot dodatni vzgojitelj, ki bi nudil podporo otroku s posebnimi potrebami. Rezultati raziskave torej kažejo, da se stanje v Sloveniji nekoliko premika, vzgojitelji odhajajo v gozd in tam izvajajo dejavnosti tudi z otrokom s posebnimi potrebami. Vidijo napredek, vendar nimajo občutka podpore vodstva, ali pa so obremenjeni z drugimi projekti, da aktivnosti ne izpeljejo večkrat.

Ključne besede

vzgojitelj;specialni in rehabilitacijski pedagog;dejavnosti v naravnem okolju;gozdna pedagogika;vrtec;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Podobnik]
UDK: 373.2:159.922.76(043.2)
COBISS: 12224329 Povezava se bo odprla v novem oknu
Št. ogledov: 505
Št. prenosov: 62
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: Teachers' opinions on activities in a natural environment with special needs children
Sekundarni povzetek: Spending time in nature has a positive impact on an individual's health and there is a growing evidence that it has an impact on other areas as well. The focus of this master’s thesis is on the implementation of activities in natural environments in the program for pre-school children with adapted implementation and additional professional help. Children with special needs have problems in different areas, but they can overcome or alleviate them with appropriate help. In the thesis, didactic recommendations for assisting in the implementation of activities outside the kindergarten with a child with special needs that can support the educators are presented. Forest pedagogy which is known and implemented in the Scandinavian countries is presented. In Slovenia, it is introduced, represented and brought closer to schools and kindergartens by the Institute for Forest Education. By integrating activities in the forest and other natural environments, educators promote motor development and therefore, affect the cognitive, emotional and social fields as well. Risk assessment, the method of work, through which we can consider where the risks are and how to overcome them are presented as well. A number of Slovene and foreign research on natural education have confirmed the positive effect on children who regularly go to the forest and meadows, so we have studied the extent to which the educators of groups with children with special needs are visiting forests or performing activities. The purpose was to find out what the experience, obstacles and advantages in planning and implementing activities outside the kindergarten in these groups are. The study involved 56 educators who had a child with special needs in their group in the last five years. Educators are employed in the program for pre-school children with personalized implementation and additional professional help. The data for the survey was collected using the online questionnaire. The results showed the following: the educators visit the forest, but in most cases only once a month, the working period does not affect the frequency of visiting the natural land, but the distance from the forest affects the frequency of visits. Educators have not expressed major differences in the forest attendance with the inclusion and non-inclusion of a child with special needs in their group. Organizational barriers were often highlighted for non-implementation of the activities in the forest. The results also showed that the educators have a positive experience with the involvement of children with special needs in activities and they see the progress in the area of gross motor skills, perception, proprioception and orientation. Educators, despite the possibility of assistance and cooperation with a special pedagogue, do not use this. But they want to be able to accompany the group to the forest as an additional educator who would provide support for a child with special needs. The results of the research, therefore, show that the situation in Slovenia is somewhat shifting, educators go to the forest and there they also perform activities with a child with special needs. They see the progress, but they do not have the sense of support from the management or they are burdened with other projects so that they do not carry out the activities repeatedly.
Sekundarne ključne besede: pre-school child;backward child;predšolski otrok;otrok s posebnimi potrebami;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, posebne razvojne in učne težave
Strani: 54 str., [7] str. pril.
ID: 10990579