diplomsko delo
Diana Pegan (Avtor), Marjanca Kos (Mentor)

Povzetek

Žive živali otroke močno motivirajo, a se v vrtcu le malokrat načrtno srečajo z njimi. Redko se zgodi, da vzgojitelj pripelje žival v vrtec, kjer jo gojijo nekaj časa. Otroci se najbolje učijo ob neposrednih izkušnjah – ko lahko žival opazujejo, se je dotaknejo ali jo primejo v roke in jo doživijo. Ob opazovanju in skrbi za žival se učijo o njej ter razvijajo spoštljiv odnos do živali. Zaradi tega sem se odločila, da v svojem diplomskem delu pri raziskovanju uporabim živo žival. Izbrala sem kačo, saj velja za manj priljubljeno žival, ki v ljudeh pogosto vzbuja strah ali gnus. Želela sem ugotoviti, kakšno je znanje in odnos 5–6 let starih otrok o kači, ter zasnovati in izvesti dejavnosti, primerne za predšolske otroke, stare od 5–6 let, ob katerih bodo otroci oblikovali pozitiven odnos do kače in pridobivali znanje o kači. Na koncu sem želela ugotoviti, kako je izvedba teh dejavnosti vplivala na odnos 5–6 let starih otrok do kače in na njihovo znanje o kači. V raziskavo je bilo vključenih 21 otrok, starih od 5–6 let. Najprej sem z otroki izvedla pol strukturirane individualne intervjuje. Z njimi sem ob uporabi žive kače (ameriškega goža) ugotavljala tudi vedenjski odziv otrok ob stiku s to živaljo. Tako sem ugotavljala začetno stanje znanja in odnosa do kače. Nato sem izvedla različne dejavnosti, v katerih so otroci aktivno sodelovali in se ob različnih dejavnostih, ki so vključevale stik z živo kačo in gojenje kače v igralnici, učili o njej in razvijali pozitiven odnos do nje. En dan po zaključku vseh izvedenih dejavnosti sem individualne intervjuje (ki so vsebovali isti nabor vprašanj kot začetni) ponovila. Na tak način sem ugotavljala vpliv izvedenih dejavnosti na odnos in znanje otrok o kači. Za ugotavljanje trajnosti znanja in sprememb v odnosu (ki so se zgodile ob izvedenih dejavnostih) sem izvedla še pozne končne intervjuje, ki so potekali štiri tedne po zaključku vseh dejavnosti. Rezultate intervjujev sem analizirala kvantitativno in jih prikazala v obliki tabel in grafov. Rezultati raziskave so pokazali, da so bile na začetku njihove predstave o kači večinoma napačne ali površne. Otroci niso vedeli, kateri deli telesa sestavljajo kačo, s čim se prehranjuje, kako pride do hrane, zakaj uporablja jezik, kako se obnašati ob srečanju z njo in zakaj je kača pomembna za naravni ekosistem. Po izvedenih dejavnostih se je znanje otrok o kači bistveno izboljšalo. Dejavnosti pa so postopoma spremenile tudi njihov odnos do kače. Pri začetnem testiranju so bili otroci zadržani in se kače večinoma niso želeli dotakniti. Pri drugem je velika večina otrok že kazala bolj pozitiven odnos do kače in so jo želeli prijeti, pri tretjem pa je velika večina otrok kačo z veseljem držala v rokah. Raziskava je pokazala, da se otroci lahko zelo veliko naučijo, če jim je tema predstavljena na zanimiv in zabaven način, primeren njihovi razvojni stopnji. Otroci so ob druženju s kačo uživali in pokazali, da jih takšne izkušnje navdušujejo. Menim, da bi morali vzgojitelji žive živali pogosteje vključevati v pedagoško prakso vrtca. Takšen pristop ne pripomore le k boljšemu razumevanju narave, temveč tudi spodbuja razvoj spoštljivega odnosa do živali in spodbuja radovednost otrok.

Ključne besede

predšolski otroci;kače;naravoslovje;odnos do živali;vivarij;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [D. Pegan]
UDK: 373.2(043.2)
COBISS: 234253827 Povezava se bo odprla v novem oknu
Št. ogledov: 45
Št. prenosov: 6
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: Influence of direct experience on preschool children's attitudes towards and knowledge of snakes
Sekundarni povzetek: Children are highly motivated by live animals, but they rarely get to meet them in kindergarten on a regular basis. Not often does a teacher bring an animal to a kindergarten and keeps it there for some time. Children learn best when they have direct experience - when they can observe, touch or hold an animal and experience it by themselves. By observing and caring for the animal, they learn about it and develop a respectful attitude towards it. This is why I decided to use a live animal in my thesis research. I chose a snake because it is a less popular animal that often evokes fear or disgust in people. I wanted to find out about the knowledge and attitudes of 5-6 year old children about the snake, to design and implement activities suitable for pre-school children aged 5-6 years old, which would help children to form a positive attitude towards the snake and to acquire knowledge about the snake, and finally to find out how the implementation of these activities influenced the attitudes of 5-6 year old children towards the snake and their knowledge about the snake. The study involved 21 children aged 5-6 years. First, I conducted semi-structured individual interviews with the children, in which I used a live snake (the American rattlesnake) to determine the children's behavioral response when they met this animal. This way I was able to determine the initial state of their knowledge and their attitudes towards the snake. I then carried out various activities in which the children actively participated, learning about the snake and developing a positive attitude towards it through various activities involving contact with the live snake and caring for it in the playroom. One day after the completion of all the activities, I repeated the individual interviews (which contained the same set of questions as the initial interviews). This way, I was able to determine the impact of the activities on children's attitudes and knowledge about the snake. To determine if the children gained lasting knowledge and if their attitude towards the snake changed over time, I also carried out final interviews four weeks after the end of all activities. The results of the interviews were analyzed quantitatively and presented in tables and graphs. The results of the survey showed that their initial perceptions of the snake were mostly incorrect or superficial. Children did not know which body parts make up a snake, what it eats, how it gets its food, why it uses its tongue, how to behave when encountering it and why it is important for the natural ecosystem. After the activities, the children's knowledge about snakes has improved significantly. The activities also gradually changed their attitudes towards the snake. In the initial testing, the children were shy and mostly did not want to touch the snake. In the second test, most children showed a more positive attitude towards the snake and wanted to hold it, and in the third test, the vast majority of children were happy to hold the snake. The research shows that children can learn a great deal if the topic is presented in an interesting and entertaining way, appropriate to their developmental level. The children enjoyed interacting with the snake and showed that they enjoy such experiences. I think that live animals should be more often included in the pedagogical practice of kindergartens. Such an approach not only contributes to a better understanding of nature but also encourages the development of a respectful attitude towards animals and stimulates children's curiosity.
Sekundarne ključne besede: preschool children;experiential learning;snake;natural science;attitudes towards animals;vivarium;Predšolska vzgoja;Izkustveno učenje;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Diplomsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 1 spletni vir (1 datoteka PDF ([47] str.))
ID: 26265051