diplomsko delo
Tina Šemrl (Avtor), Simona Prosen (Mentor)

Povzetek

V diplomskem delu sem se osredotočila na slepoto in slabovidnost ter oblikovanje in razvijanje sprejemanja drugačnosti slepih in slabovidnih oseb pri vrtčevskih otrocih. Diplomsko delo je sestavljeno iz dveh delov, in sicer iz teoretičnega in empiričnega dela. V prvem sem najprej predstavila slepe in slabovidne in opisala razvoj slepega in slabovidnega otroka na različnih področjih. Sledil je opis nalog vzgojitelja pri delu s slepimi in slabovidnimi otroki ter prilagoditve zanje, opis pomagal, ki jih slepe in slabovidne osebe uporabljajo pri gibanju in drugih življenjskih aktivnostih, nazadnje pa sem predstavila še pomembnost vzgojiteljevega ustreznega odnosa do drugačnosti ter dejavnosti, s katerimi lahko pri otrocih ta odnos oblikuje in razvija. V empiričnem delu sem predstavila rezultate svoje raziskave, v okviru katere sem izvedla polstrukturirane intervjuje s trinajstimi otroki v vrtcu in njihovima vzgojiteljico in pomočnikom vzgojiteljice. Zanimalo me je, ali in kako se je spremenil otrokov pogled na drugačnost (slepoto in slabovidnost) od časa pred s slepoto povezanimi dejavnostmi do časa po izvedbi teh dejavnosti, katera nova znanja o drugačnosti – slepoti – so otroci pridobili skozi te dejavnosti, katera nova znanja so otroci preko dejavnosti pridobili po mnenju vzgojiteljice in pomočnika vzgojiteljice ter kakšen pomen imajo te dejavnosti po njunem mnenju za otroke. Ugotovila sem, da so otroci po izvedenih dejavnostih v večji meri drugačnost prepoznali pri slepih in slabovidnih osebah. Nekateri otroci so ob srečanjih s slepimi osebami poročali o doživljanju neprijetnih čustev, občutkov, tako pred izvedenimi dejavnostmi kot po njih. Zato bi bilo to področje potrebno nadgrajevati. Do precejšne spremembe je preko dejavnosti prišlo pri odgovoru na vprašanje o pristopu otrok k drugačni osebi. Otroci so preko izvajanja s slepoto povezanih dejavnosti spoznali močnejša in šibkejša področja slepih in slabovidnih oseb ter pripomočke, ki so tem osebam v pomoč pri vsakodnevnih opravilih. Po mnenju vzgojiteljice in pomočnika vzgojiteljice so otroci pridobili znanje o tem, kako svet občutijo slepe in slabovidne osebe, spoznali so njihove pripomočke ter razvijali empatijo. Po mnenju vzgojiteljice in pomočnika vzgojiteljice izvedene dejavnosti pripomorejo k oblikovanju odnosa do drugačnosti ter njenega sprejemanj pri otrocih.

Ključne besede

predšolski otroci;predšolska vzgoja;sprejemanje drugačnosti;vzgojitelj;slepota;otroci s posebnimi potrebami;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [T. Šemrl]
UDK: 373.2.016:376(043.2)
COBISS: 51591683 Povezava se bo odprla v novem oknu
Št. ogledov: 287
Št. prenosov: 39
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: Discovernig blindness and partial sight through activities in a group of children in the regular department of kindergarten
Sekundarni povzetek: In my diploma thesis, I focused on blindness and visual impairment, centring on the development and evolvement of the acceptance of the differences of blind and partially sighted children in kindergarten. The diploma thesis consists of two parts, namely theoretical and empirical part. In the theoretical part, I first introduced the blind and visually impaired children and then described the development of a blind and visually impaired child in different areas. This was followed by a description of the kindergarten teacher's tasks in working with blind and partially sighted children and adaptations for them, a description of the aids that blind and partially sighted people use in movement and other life activities, and finally the importance of the teacher's attitude to diversity and activities that foster the relationship between the teacher and the child. In the empirical part, I presented the results of my research, in which I conducted semi-structured interviews with thirteen kindergarten children, their two teachers and teacher assistants. I was interested in whether and how the child's view of diversity (blindness and partial sight) changed from the time before the blindness-related activities to the time after these activities were implemented. I was focused on what new knowledge about diversity – the blindness - did the children gain through these activities. What new knowledge do the kindergarten teacher and their assistants think the children acquired through the activities and what significance these activities have for the children in their opinion. I discovered that the children did recognize the difference in blind and partially sighted people to a greater extent after the activities performed. Some children reported experiencing unpleasant emotions and feelings when meeting blind people: both before and after the activities. The result shows this area should be improved. There has been a significant change through activities in question of children’s approach to another person. Through blindness related activities, the children learned about the stronger and weaker areas of blind and partially sighted people and became familiar with the aids that help these people in their daily tasks. According to the kindergarten teacher and the assistant teacher, the children gained knowledge about how blind and partially sighted people feel about the world, learned about their aids and developed empathy. In their opinion, the activities that were carried out help to form an attitude towards diversity and its acceptance by children.
Sekundarne ključne besede: nursery school;blind;visually handicapped;vrtec;slepi;slabovidni;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 65 str.
ID: 12588732