diplomsko delo
Povzetek
Razvoj komunikacije se začne že z otrokovim rojstvom in se skozi otrokovo odraščanje tudi spreminja. Stopnje v razvoju otrokove komunikacije se med seboj prepletajo. Komunikacija predstavlja bistven element vzgoje v vseh vzgojno-izobraževalnih ustanovah. Prav zaradi tega morajo strokovni delavci v vrtcih in šolah poznati pozitivne vidike komunikacije, saj je to temelj uspešne komunikacije. V empiričnem delu smo preverjali ali obstajajo razlike v uporabi pozitivnih in negativnih vidikov komunikacije med vzgojitelji in učitelji in glede na starost otrok. Ugotovili smo, da obstajajo razlike med vzgojitelji in učitelji pri pozitivni komunikaciji, in sicer vzgojitelji pogosteje od učiteljev v komunikaciji z otrokom opišejo problem, skupaj z otrokom iščejo rešitev, povedo otroku, kako lahko pomaga, ponudijo izbiro, ukrepajo, spodbujajo pridobivanje izkušenj, poimenujejo, opišejo svoja čustva in potrdijo čustva drugega, opisno pohvalijo otroka. Prav tako vzgojitelji pogosteje v komunikaciji vključujejo humor ter zavzeto poslušajo. Obstaja tudi nekaj razlik med vzgojitelji in učitelji pri negativni komunikaciji, čeprav manj kot v pozitivni komunikaciji. Kažejo se predvsem v tem, da vzgojitelji bolj pogosto od učiteljev uporabljajo grožnje, pridige, zastavljajo nejasna vprašanja in ignorirajo otrokova čustva. Razlike glede na starost pri pozitivnih vidikih komunikacije kažejo, da se pri mlajših otrocih (med prvim in tretjim letom ter med četrtim in petim letom) pogosteje uporabljajo pozitivni vidiki komunikacije kot pri starejših (npr. skupno iskanje rešitve problema, povedati otroku kako lahko pomaga, spodbujanje pozitivnih izkušenj, poimenovanje čiste, potrjevanje čustev drugega ipd.). Pri negativnih vidikih pa rezultati kažejo, da se v komunikaciji z otroki med četrtim in petim letom več moralizira ter da se zastavljajo nejasna vprašanja. Rezultati so zanimivi z vidika ozaveščanja vzgojiteljev in učiteljev glede načinov komuniciranja z otroki ter na katerih področjih pozitivne in negativne komunikacije so potrebne izboljšave.
Ključne besede
komunikacija;učitelji;vzgojitelji;predšolska vzgoja;diplomska dela;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2017 |
Tipologija: |
2.11 - Diplomsko delo |
Organizacija: |
UM PEF - Pedagoška fakulteta |
Založnik: |
[U. Čakš] |
UDK: |
37.015.3(043.2) |
COBISS: |
23189512
|
Št. ogledov: |
1356 |
Št. prenosov: |
220 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
Positive and negative aspects of communication in preschool and in the first three years of primary school |
Sekundarni povzetek: |
Development of communication begins with the birth of a child and with growing up it changes. Stages in the development of the child's communication are intertwined. Communication is an essential element of education in all educational institutions. This is why it is important for the professionals in early childhood education and elementary education to know the positive aspects of communication, as this is the cornerstone of successful communication. In the empirical part, we've examined differences in the use of positive and negative aspects of communication between preschool and primary school teachers and differences by the age of children. We've found differences between preschool and primary school teachers in terms of positive communication. Namely, preschool teachers, when communicating with children, describe the problem, look for a solution together with the child, tell the child how he or she can help, offer choice, take action, promote the acquisition of experience, name, describe and confirm other person's feelings, give descriptive praise to the child, more often than primary school teachers. Furthermore, preschool teachers often include humour and keen listening to communication. There are also some differences between preschool teachers and teachers in the negative communication, although they are fewer than in the positive communication. Main differences are that preschool teachers use threats, give lectures, ask vague questions and ignore the child's feelings more often than teachers do. Differences depending on the age concerning the positive aspects of communication are that positive aspects of communication (eg. joint search for solutions to the problem, telling the child how he or she can help, promoting positive experiences, naming emotions, validating feelings of another, etc.) are used more often with younger children (one to three-year-olds and four to five-year-olds) than the older ones. Results concerning negative aspects indicate that preschool teachers tend to moralise and ask vague questions when communicating with children aged from four to five. The results are interesting in terms of awareness of preschool and primary school teachers of the ways to communicate with children and in terms of areas where positive and negative communication improvements are needed. |
Sekundarne ključne besede: |
theses;communication;teachers;preschool teachers;preschool education; |
URN: |
URN:SI:UM: |
Vrsta dela (COBISS): |
Diplomsko delo/naloga |
Komentar na gradivo: |
Univ. v Mariboru, Pedagoška fak., Oddelek za predšolsko vzgojo |
Strani: |
59 f., [2] f. pril. |
ID: |
9609910 |