Povezanost vidikov vzgoje in učnih težav otrok v osnovni šoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[M. Šuštar Peterka]
UDK:	376.1(043.2)
COBISS:	9565257
Št. ogledov:	605
Št. prenosov:	99
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The relationship between different types of parenting and learning difficulties in primary school children
Sekundarni povzetek:	Education in a domestic environment has a great influence on a child. It influences many areas of his developing, functioning and creating. The main purpose of this thesis is to find out if education has a decisive role in the success of children at school and if their learning difficulties could diminish with more appropriate education. Defining education, we come across the emphasis that (moral) education is especially important in early childhood, therefore crucial aspects of the child's development in his first years are presented. These aspects strongly depend on the interaction between parents and children: trust, attachment, emotional communication, social modelling, independence, self-awareness and the development of a child’s conscience. According to their beliefs about education, parents have their own manner of »collaboration« with a child, which gradually forms into a » style of education«. An authority, setting limits and consistency in following them play a crucial role in education. The same goes for discipline and punishment and finally for expressing love. Analysing all these processes and finding out how everything is connected, we can more integrally see the research problem and we can more easily connect children’s education at home with their work at school. The chapters on education are followed by the chapter on educational difficulties, where different forms, reasons and areas of learning difficulties are defined. The research does not confirm all my expectations, summarized in the hypotheses; however it opens a new view of the problem propounded. It shows that the worst environment for children is where there is no continuity and clarity in education. A child does not feel safe in a chaotic atmosphere to show interest in the contents of a secondary meaning – interest in school.
Sekundarne ključne besede:	learning difficulty;education;child;učne težave;vzgoja in izobraževanje;otrok;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Oddelek za specialno in rehabilitacijsko pedagogiko
Strani:	VIII, 91 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The relationship between different types of parenting and learning difficulties in primary school children
Ključne besede (ePrints):	vzgoja
Ključne besede (ePrints, sekundarni jezik):	education
Povzetek (ePrints):	Vzgoja v domačem okolju ima velik vpliv na otroka. Vpliva na mnoga področja njegovega razvoja, delovanja in ustvarjanja. Naloga želi odkriti, ali je mogoče vzgoja ključnega pomena tudi za področje učne uspešnosti otrok v šoli in ali bi se lahko s primernejšo vzgojo otrok zmanjšale njihove težave pri učenju. Pri opredelitvi vzgoje naletimo na poudarek, da je (moralna) vzgoja še posebej pomembna v zgodnjem otroštvu, zato so predstavljeni bistveni vidiki razvoja otroka v prvih letih. To so tisti vidiki razvoja, ki so močno odvisni od interakcije staršev in otroka: zaupanje, navezanost, čustveno sporazumevanje, socialno zgledovanje, samostojnost, zavedanje sebe in razvoj vesti. Starši imajo glede na svoja prepričanja o načinu vzgoje svoj način »sodelovanja« z otrokom, ta pa se počasi oblikuje v »stil vzgoje«. Pri vzgoji je ključnega pomena avtoriteta, postavljanje mej in doslednost pri njihovem upoštevanju, prav tako vprašanje discipliniranja in kaznovanja, in nenazadnje izkazovanje ljubezni. Z razčlenitvijo vseh teh procesov in ugotavljanjem, kako je vse med seboj povezano, lahko bolj celostno vidimo raziskovalni problem in lažje povežemo vzgojo otrok doma z njihovim delom v šoli. Poglavjem o vzgoji sledi poglavje o učnih težavah, kjer so definirane različne vrste, vzroki in področja učnih težav. Raziskava ne potrdi vseh mojih pričakovanj, strnjenih v hipotezah, odpre pa nov pogled na zastavljeno uganko. Pokaže, da je za otroke najmanj dobro okolje, kjer ni nobene stalnosti in jasnosti pri vzgoji. Otrok se v kaotičnem ozračju ne počuti varnega, da bi se lahko sproščeno zanimal za vsebine drugotnega pomena – za šolo.
Povzetek (ePrints, sekundarni jezik):	Education in a domestic environment has a great influence on a child. It influences many areas of his developing, functioning and creating. The main purpose of this thesis is to find out if education has a decisive role in the success of children at school and if their learning difficulties could diminish with more appropriate education. Defining education, we come across the emphasis that (moral) education is especially important in early childhood, therefore crucial aspects of the child's development in his first years are presented. These aspects strongly depend on the interaction between parents and children: trust, attachment, emotional communication, social modelling, independence, self-awareness and the development of a child’s conscience. According to their beliefs about education, parents have their own manner of »collaboration« with a child, which gradually forms into a » style of education«. An authority, setting limits and consistency in following them play a crucial role in education. The same goes for discipline and punishment and finally for expressing love. Analysing all these processes and finding out how everything is connected, we can more integrally see the research problem and we can more easily connect children’s education at home with their work at school. The chapters on education are followed by the chapter on educational difficulties, where different forms, reasons and areas of learning difficulties are defined. The research does not confirm all my expectations, summarized in the hypotheses; however it opens a new view of the problem propounded. It shows that the worst environment for children is where there is no continuity and clarity in education. A child does not feel safe in a chaotic atmosphere to show interest in the contents of a secondary meaning – interest in school.
Ključne besede (ePrints, sekundarni jezik):	education
ID:	8311231