magistrsko delo
Špela Primar (Avtor), Sanja Berčnik (Mentor)

Povzetek

V teoretičnem delu magistrska dela sem opredelila tvegano igro. Otroci prek tvegane igre pridobivajo in razvijajo svoje spretnosti in sposobnosti. Največkrat tvegajo, ko se igrajo na prostem in na igriščih. Prek tvegane igre otroci spoznavajo koncept hitrosti, višine, dolžine, sile, energije, prostora in gravitacije. Otroci se pri tvegani igri srečujejo s šestimi nevarnostmi: z veliko višino, veliko hitrostjo, nevarnimi orodji, igro v bližini nevarnih elementov, grobo igro in igro s skrivanjem. V zadnjem času se tvegana igra in igra na prostem močno omejujeta, predvsem zaradi strahu pred poškodbami. Koliko bo otrok tvegal med igro, je odvisno predvsem od stališča in prepričanja vseh odraslih, ki se ukvarjajo z vzgojo in izobraževanjem predšolskih otrok (McFarland in Gull Laird, 2017; Sandseter, 2007; Tovey, 2007). V empiričnem delu sem z anketnima vprašalnikoma, ki sta bila namenjena staršem in vzgojiteljem predšolskih otrok, raziskovala, kakšen je odnos staršev in vzgojiteljev do tveganja in varnosti pri igri predšolskih otrok. Rezultati so pokazali, da starši in vzgojitelji tvegano igro opredeljujejo kot igro, pri kateri lahko pride do poškodb. Zaradi tega jo v veliki meri preprečijo ali odsvetujejo. Starši in vzgojitelji otrokom največkrat omogočijo tvegano igro s plezanjem po različnih plezalih in/ali drevesih, s premagovanjem hitrosti, saj jim omogočajo vožnjo s kolesi ali poganjalci. Rezultati so pokazali, da večina staršev in vzgojiteljev otrokom ne dovoli spuščanja po toboganu z glavo naprej, nazaj ali z več otroki hkrati. Tudi s hojo navzgor po toboganu je podobno. Velika večina anketirancev otrokom ne dovoli visokega guganja, da med guganjem stojijo ali se guga na eni gugalnici dva ali več otrok. Ravno tako se večini staršev in vzgojiteljev ne zdi primerna igra otrok v bližini globoke vode, plavanje v globoki vodi brez nadzora, igre na ledeni površini, ob ognju ter groba igra (igra prerivanja) in bojevanje s palicami. Otrokom ne dovolijo igre v okolju, kjer se lahko izgubijo, in v neznanem okolju se otroci ne smejo oddaljiti. Starši in vzgojitelji so zadržani pri igri z nevarnimi orodji. Rezultati so pokazali, da otrokom med igro ponudijo kladivo in žeblje ter palice, medtem ko nevarnejša orodja (ročno žago, nož, sekiro) le redko ponudijo ali sploh ne.

Ključne besede

tvegana igra;igrišča;igrala;varnost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [Š. Primar]
UDK: 373.2(043.2)
COBISS: 179069187 Povezava se bo odprla v novem oknu
Št. ogledov: 24
Št. prenosov: 1
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: Risk and safety in pre-school children's play
Sekundarni povzetek: In the theoretical part of this master's thesis, I defined risky play. Through risky play, children acquire and develop their skills in capabilities. Most commonly, they risk the most when playing outdoors and in playgrounds. Through risky play, they develop the concepts of speed, height, length, force, energy, space and gravitation. In doing so, children come across six dangers: great height, high speed, dangerous tools, play near dangerous objects, rough play and hide-and-seek. Recently, risky play and outdoor play have been strongly restricted, mainly due to the fear from injuries. What a risk a child will take during play depends mainly on the viewpoint and opinion of all adults dealing with the upbringing and education of preschool children (McFarland in Gull Laird, 2017; Sandseter, 2007; Tovey, 2007). In the empirical part, I carried out two surveys intended for parents and preschool teachers, to study their attitude towards risk and safety in preschool children's play. According to the results, parents and preschool teachers define risky play as play that may result in injuries. For this reason, they avoid it and advise children against it. Parents and preschool teachers most commonly enable risky play to children in form of climbing different climbing walls and/or trees and driving fast by riding bikes and balance bikes. The results showed that most parents and preschool teachers do not allow children to enjoy playground slides with their head first or last or with multiple children at a time. The same applies to walking up the playground slide. Most respondents do not allow children to swing high, to stand on the swing during swinging or have two or more children use the same swing set at once. In addition, most parents and preschool teachers find inappropriate that children play near deep waters, swim in deep waters without supervision, play on frozen surfaces and near fire, engage in rough play (wrestling) and play with wooden rods. They do not allow children to play in an environment where they can get lost and they are not allowed to distance themselves in an unknown environment. Parents and preschool teachers have reservations towards playing with dangerous tools. According to the results, they may offer a hammer and nails as well as rods to children during play, while they only rarely or never offer more dangerous tools (handsaw, knife, axe).
Sekundarne ključne besede: risky play;playgrounds;playthings;safety;Predšolski otroci;Igra;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 1 spletni vir (1 datoteka PDF (VII, 114 str.))
DOI: 20.500.12556/RUL-153361
ID: 21950129