magistrsko delo
Andreja Kocijančič (Avtor), Irena Hergan (Mentor)

Povzetek

V teoretičnem delu magistrskega dela smo opredelili tvegano igro; to so dejavnosti, ki otrokom omogočajo možnosti raziskovanja tveganja in preizkušanje njihovih meja sposobnosti, pri katerih so možne nezgode. Otrok doživlja ob takšnih izzivih strah in vznemirjenje, hkrati pa ga ob uspešno premaganem izzivu navdajajo razburljiva pozitivna čustva (Sandseter, 2007, Wilkinson, 2015). Predstavili smo tudi spoznavanje preteklosti v učnem načrtu za učence 1. razreda in prepletanje preteklosti s sedanjostjo. Današnji otroci imajo še vedno stik z igrami in igračami iz preteklosti, ki so aktualne tudi v današnjem novodobnem času. Preko raziskovanja smo želeli učencem omogočiti, da podoživijo delček tistega, kar je bilo v otroštvu naših dedkov in babic življenjski vsakdan. Biti v stiku z naravo in iskati možnosti za ustvarjalno igranje, ki je lahko tudi nevarno in tvegano. Študije so pokazale, da naravno okolje z drevesi, neravnimi površinami, gozdovi ali igra z naravnim materialom, kot sta les in vrv, otroke spodbujajo k bolj navdušeni, aktivni, izzivalni in vznemirljivi igri. Tradicionalna igrišča so dobro opremljena s tobogani,z vrtiljaki, gugalnicami, s peskovniki in plezalnimi stenami, pa vendar so manj zahtevna za otroško igro in lahko otroke celo odvračajo od nje ter vodijo v »postopanje« ali sprehajanje po igrišču (Sandseter, 2011). Učenci morajo imeti možnost upravljanja z nevarnimi orodji in soočanje s tveganimi dejavniki, ki jih obdajajo, saj le tako pridobivajo motorične spretnosti, vznemirjenost pa jih vodi, da pri dejavnostih vztrajajo.V empiričnem delu smo načrtovali in izvedli pet praktičnih dejavnosti, ki so bile vključene v učni proces prvošolcev na Osnovni šoli Kašelj v Ljubljani. Učenci so spoznavali preteklost ob tvegani igri in dejavnikih tveganja. Dejavnosti so bile načrtovane na podlagi tveganih dejavnikov: naravna igrala (plezanje, skakanje, guganje, visenje), naravne površine (tek), nevarna orodja (nož, ročna žaga, kladivo), nevarni elementi (ogenj), skrivalnice (brez omejitev). Na podlagi opazovanja in opazovalnih listov smo odgovorili na zastavljena raziskovalna vprašanja. Vsaka dejavnost je bila skrbno pripravljena in vnaprej načrtovana. Poleg praktičnih dejavnosti so učenci pred izvedbo dejavnosti ustno odgovorili na 13 vprašanj, ki se povezujejo z dejavnostmi. Njihove odgovore smo skrbno zapisali. Dobili smo podatke o razmišljanju učencev o nevarnostih pri igri, njihovih navadah pri igrah na prostem in mnenju o igri otrok v preteklosti. Ugotovili smo, da učenci potrebujejo tvegane dejavnosti za razvijanje svojih motoričnih spretnosti, raziskovanja in spoznavanje novega znanja. Učenci so izpostavili, da si želijo več izzivov, saj so pri igri radi ustvarjalni. Počutijo se bolj samozavestne, saj vedo, da jim odrasli zaupamo.Rezultati raziskave so lahko v pomoč učiteljem in načrtovalcem učnega procesa za bolj kakovostno in pogostejše načrtovanje pouka, ki jev stiku z naravo.

Ključne besede

tvegana igra;preteklost;tvegani dejavniki;prvo vzgojno-izobraževalno obdobje;razvoj učencev;otroška igrišča;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Kocijančič]
UDK: 373.3(043.2)
COBISS: 113958659 Povezava se bo odprla v novem oknu
Št. ogledov: 0
Št. prenosov: 0
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: Learning about the past with grade 1 pupils at risk play
Sekundarni povzetek: In the theoretical part of the master's thesis, we defined risky play, i.e., activities that provide children with opportunities to explore risk and test their limits of ability, in which accidents are possible. Children experience fear and excitement at such challenges, and at the same time, they are filled with exciting, positive emotions after successfully overcoming the challenge (Sandseter, 2007; Wilkinson, 2015). We also presented learning about the past in the curriculum for first-grade pupils, and the intertwining the past and the present. Today's children still have contact with games and toys from the past, which are also relevant in today's modern times. Through the research, we wanted to enable pupils to relive a part of what was the everyday life of our grandparents in their childhood. Being in touch with nature and looking for opportunities toplay creatively can also be dangerous and risky. Studies have shown that a natural environment with trees, uneven surfaces and forests, or playing with natural materials such as wood and rope encourage children to play more enthusiastically, actively, provocatively and excitingly. Traditional playgrounds are well equipped with slides, carousels, swings, sandpits and climbing walls, but they are less demanding for children's play and can even deter children from it and lead them to 'potter' or walk around the playground. (Sandseter, 2011). Pupils need to be able to handle dangerous tools and face the risk factors that surround them, as this is the only way to acquire motor skills, and excitement leads them to persevere in activities.In the empirical part, we planned and carried out five practical activities, which were included in the learning process of first-graders at the Kašelj Primary School in Ljubljana. Students learned about the past with risky play and risk factors. Activities were planned based on risk factors: natural play (climbing, jumping, rocking, hanging), natural surfaces (running), dangerous tools (knife, hand saw, hammer), dangerous elements (fire), hide-and-seek (with no restrictions). Based on observations and observation sheets, we answered the research questions. Each activity was carefully prepared and planned in advance. In addition to the practical activities, the pupils orally answered 13 questions related to the activities before the activities. We wrote down their answers carefully. We obtained data on students' thinking about the dangers of play, their outdoor play habits, and their opinions about children's play in the past. We found that students need risky activities to develop their motor skills, research, and learn new knowledge. The students pointed out that they want more challenges as they like to be creative in the game. They feel more confident because they know that adults trust them.The research results can help teachers and planners of the learning process to better and more often plan lessons that are in contact with nature.
Sekundarne ključne besede: Igra;Osnovnošolsko izobraževanje;Univerzitetna in visokošolska dela;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 57, [13] str. pril.
ID: 15839901