Razvoj ravnotežja v predšolskem obdobju

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[T. Sušnik]
UDK:	373.2.016(043.2)
COBISS:	9696841
Št. ogledov:	1469
Št. prenosov:	351
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The development of balance in the pre-school period
Sekundarni povzetek:	Through a review of Slovenian and foreign literature the thesis presents the child's integrated development in the pre-school period. We focused on motor development, where we highlighted all motor abilities, especially the balance. Identifying the development of individual motor abilities in children is very different from identifying the same abilities in adults. Many factors of integrated development significantly affect the result and the person who measures cannot provide adequate answers. Balance is the motion or motor skill which is critical for the implementation of any motor task (such as: riding a bicycle, throwing a ball or swimming). Irrespective of the fact that the selected task can develop another motor ability, you first have to command your body so that it does not fall, and only then, when the performance is reliable, you can develop endurance, strength, coordination, balance, accuracy, speed, mobility. Therefore, in the pre-school period, some tests, designed to measure other abilities (eg., repetitive power) show that they actually measure balance. Measurement of motor skills in the pre-school period includes factors of integrated development, so the tests are often inadequate for adults. Balance is the motor ability, which includes sensory inputs of musculoskeletal balance, which are divided into proprioreceptors and exteroceptors. Proprioreceptors are important, since they are located inside the body, and include the equilibrium body, which is an organ in the inner ear that gives information on the position of the head. On the other hand exteroceptors include organs from the surface of the body. Exteroceptors and proprioreceptors are intertwined and cannot be separated. The problem that we explored in the thesis was to determine the differences in the execution of some tasks of balance (methodical units) between children aged two and four years. We selected five methodical units that were constructed on previous studies, and should be an indicator of the balance in the pre-school period. Children performed each task twice, and we looked for differences in their performance and made a comparison between younger and older children. The research included forty children; twenty of them were two years old and twenty four years old. We assessed differences in their performance with quantitative and qualitative variables. It was assumed that older children would perform the task faster, that their performance would be more reliable, that they would insist in the equilibrium position for a longer period of time, that the task would be repeated several times in the same time, that they would jump from the higher rungs, and that they would manage a certain route faster. The hypotheses were confirmed. Above all, younger children proved less reliable and they performed balance tasks for a shorter period of time, which means that these tasks could be used by kindergarten teachers not only to test balance, but primarily for the development of balance.
Sekundarne ključne besede:	motor activity;pre-school age;motorika;predšolsko obdobje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	36 str., 2 str. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The development of balance in the pre-school period
Ključne besede (ePrints):	predšolski otrok
Ključne besede (ePrints, sekundarni jezik):	pre-school child
Povzetek (ePrints):	V diplomskem delu smo skozi pregled slovenske in tuje literature predstavili celostni razvoj predšolskega otroka. Osredinili smo se na gibalni razvoj, pri katerem smo poudarili vse gibalne sposobnosti, še posebej pa ravnotežje. Ugotavljanje razvitosti posamezne gibalne sposobnosti se pri otrocih močno razlikuje od ugotavljanja enake sposobnosti pri odraslem. Številni faktorji celostnega razvoja bistveno vplivajo na rezultat in tako merilcu ne morejo dati ustreznih odgovorov. Ravnotežje je tista gibalna oz. motorična sposobnost, ki je odločilna za izvedbo katere koli gibalne naloge (na primer: od vožnje kolesa, meta žoge do plavanja). Ne glede na to, da z izbrano nalogo lahko razvijamo drugo motorično sposobnost, je treba najprej obvladati svoje telo, tako da ne pade, in šele nato, ko je izvedba zanesljiva, lahko z njo razvijamo vzdržljivost, moč, koordinacijo, preciznost, hitrost, gibljivost. Zato se v predšolskem obdobju nekateri testi, ki naj bi merili druge sposobnosti (npr. repetitivno moč), izkažejo, da z njimi merimo npr. koordinacijo. Merjenje motoričnih sposobnosti v predšolskem obdobju vključuje dejavnike celostnega razvoja, zato so testi za odrasle pogosto neprimerni. Ravnotežje je tista motorična sposobnost, ki vključuje čutne vhode gibalnega ravnotežja, ki se delijo na proprioreceptorje in eksteroreceptorje. Prvi so pomembni, ker se nahajajo v notranjosti telesa; mednje sodi tudi ravnotežni organ, ki je čutilo v notranjem ušesu in daje informacije o položaju glave. Drugi pa vključujejo organe s površine telesa. Eksteroreceprorji in proprioreceptorji se med seboj prepletajo in jih ni mogoče ločiti. Problem, ki smo si ga s tem diplomskim delom zadali, je bil ugotoviti, v čem so razlike v izvedbi nekaterih ravnotežnih nalog (metodičnih enot) med otroki, starimi od dveh in štirih let. Izbrali smo pet metodičnih enot, ki smo jih skonstruirali po dozdajšnjih raziskavah in ki naj bi bile pokazateljice ravnotežja v predšolskem obdobju. Otroci so vsako nalogo izvedli dvakrat, mi pa smo iskali razlike v izvedbi ter jih primerjali med mlajšimi in starejšimi otroki. V raziskavo smo zajeli štirideset otrok, od tega dvajset otrok, starih dve leti, in dvajset otrok, starih štiri leta. S kvantitativnimi in kvalitativnimi spremenljivkami smo ugotavljali razlike v izvedbi. Predpostavili smo, da bodo starejši otroci hitreje opravili nalogo, da bo njihova izvedba zanesljivejša, da bodo v ravnotežnem položaju vztrajali dlje časa, da bodo nalogo ponovili večkrat v enakem času, da bodo seskočili iz višje prečke in da bodo določeno pot opravili hitreje. Hipoteze smo potrdili. Mlajši otroci so predvsem manj zanesljivo in krajši čas izvajali ravnotežnostne naloge, kar pomeni, da bi te naloge vzgojitelji lahko uporabljali ne le za testiranje ravnotežja, ampak predvsem za razvoj ravnotežja.
Povzetek (ePrints, sekundarni jezik):	Through a review of Slovenian and foreign literature the thesis presents the child's integrated development in the pre-school period. We focused on motor development, where we highlighted all motor abilities, especially the balance. Identifying the development of individual motor abilities in children is very different from identifying the same abilities in adults. Many factors of integrated development significantly affect the result and the person who measures cannot provide adequate answers. Balance is the motion or motor skill which is critical for the implementation of any motor task (such as: riding a bicycle, throwing a ball or swimming). Irrespective of the fact that the selected task can develop another motor ability, you first have to command your body so that it does not fall, and only then, when the performance is reliable, you can develop endurance, strength, coordination, balance, accuracy, speed, mobility. Therefore, in the pre-school period, some tests, designed to measure other abilities (eg., repetitive power) show that they actually measure balance. Measurement of motor skills in the pre-school period includes factors of integrated development, so the tests are often inadequate for adults. Balance is the motor ability, which includes sensory inputs of musculoskeletal balance, which are divided into proprioreceptors and exteroceptors. Proprioreceptors are important, since they are located inside the body, and include the equilibrium body, which is an organ in the inner ear that gives information on the position of the head. On the other hand exteroceptors include organs from the surface of the body. Exteroceptors and proprioreceptors are intertwined and cannot be separated. The problem that we explored in the thesis was to determine the differences in the execution of some tasks of balance (methodical units) between children aged two and four years. We selected five methodical units that were constructed on previous studies, and should be an indicator of the balance in the pre-school period. Children performed each task twice, and we looked for differences in their performance and made a comparison between younger and older children. The research included forty children; twenty of them were two years old and twenty four years old. We assessed differences in their performance with quantitative and qualitative variables. It was assumed that older children would perform the task faster, that their performance would be more reliable, that they would insist in the equilibrium position for a longer period of time, that the task would be repeated several times in the same time, that they would jump from the higher rungs, and that they would manage a certain route faster. The hypotheses were confirmed. Above all, younger children proved less reliable and they performed balance tasks for a shorter period of time, which means that these tasks could be used by kindergarten teachers not only to test balance, but primarily for the development of balance.
Ključne besede (ePrints, sekundarni jezik):	pre-school child
ID:	8311578