RAZVOJ ČUSTEV IN ČUSTVENE INTELIGENTNOSTI UČENCEV NA RAZREDNI STOPNJI

Kopše, Jana

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Title:	RAZVOJ ČUSTEV IN ČUSTVENE INTELIGENTNOSTI UČENCEV NA RAZREDNI STOPNJI
Authors:	ID Kopše, Jana (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Kopse_Jana_2015.pdf (653,78 KB) MD5: 7FC89CBA4D2AC1027EE6B6276E43CE07
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Magistrsko delo zajema teoretični in empirični del. V teoretičnem delu je zajet pregled literature s področja proučevanja čustev, ki prispevajo pomemben del k vzgoji in razvijanju otroka v odraslo osebnost. Čustva so v razvoju otroka izrednega, če ne celo prvotnega pomena. Učitelj kot pomemben faktor otrokovega življenja k razvoju veliko doprinese. Spremlja ga skozi vzpone in padce, ki se dotikajo tako uspehov kot neuspehov, vezanih na šolo, ob tem spoznava tudi otrokove vrstnike, ki so prav tako pomemben dejavnik otrokovega razvijanja. Na razvojni poti otroku svetuje, mu pomaga in ga usmerja po svojih najboljših močeh. Otrok spoznava, kako se določena čustva izražajo, katera čustva so družbeno sprejemljiva in katera nesprejemljiva. Čustva se nauči uravnavati in kontrolirati. Zaradi nestimulativnega okolja lahko pride tudi do psiholoških stanj, ki otroka ovirajo in mu onemogočajo vključevanje v skupine vrstnikov in razredno okolje. Ena takšnih motenj je anksioznost, ki zajema občutke nelagodja, zaskrbljenosti, strahu in bojazni, da se bo nekaj zgodilo. Takšen otrok še posebej potrebuje učiteljevo pomoč, ki ga bo usmerila na pravo pot in mu zagotovila nemoten razvoj. V nadaljevanju je predstavljena čustvena inteligentnost. V njem je opredeljeno, kaj čustvena inteligentnost je in katera so njena področja. Na razvoj pomembno vplivajo številni dejavniki, posebej velja izpostaviti dednost in okolje. Cilj raziskave je bil sestaviti na strokovnih in znanstvenih spoznanjih osnovano ocenjevalno lestvico, s pomočjo katere bi lahko merili stopnjo razvitosti čustev in čustvene inteligentnosti pri otrocih. S pomočjo izvedene raziskave, pri kateri smo uporabili deskriptivno metodo, smo dobili zanimive rezultate, ki so predstavljeni v nalogi. Neslučajnostni priložnostni vzorec predstavljajo učenci od 1. do 5. razreda. Na podlagi pridobljenih rezultatov smo ovrgli hipotezo, v kateri smo predpostavljali, da med različnimi starostmi otrok obstajajo pomembne razlike. Presenetilo pa je tudi dejstvo, da so glede na izračune aritmetičnih sredin fantje v razvoju pred dekleti.
Keywords:	Čustva, opredelitev čustev, struktura čustev, zgodnje otroštvo, srednje otroštvo, čustvena inteligentnost, spodbujanje čustvene inteligentnosti.
Place of publishing:	Maribor
Publisher:	[J. Kopše]
Year of publishing:	2015
PID:	20.500.12556/DKUM-48150
UDC:	159.942-057.874(043.2)
COBISS.SI-ID:	21527816
NUK URN:	URN:SI:UM:DK:IEFVDGIL
Publication date in DKUM:	07.10.2015
Views:	3044
Downloads:	696
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	EMOTION AND EQ DEVELOPMENT OF ELEMENTARY LEVEL STUDENTS
Abstract:	The Master's thesis consists of a theoretical and an empirical part. The theoretical part includes a review of literature on studies of emotions that contribute to upbringing and the development of a child into an adult. Emotions are of great importance in a child's development. Teachers, as an important factor in a child's life, also have an important role in their development. They accompany the child through ups and downs related to school. Along the way, teachers also get to know the child’s peers, who are also an important factor in the child’s development. Teachers give their best efforts to advise, help and direct the child. The child discovers how different emotions are expressed as well as which emotions are socially acceptable and which are not. Children also learn how to balance and control emotions. A non-stimulating environment can cause a psychological condition that impedes and prevents the child from integrating into peer groups and classes. One of these kinds of disorders is anxiety, which includes feelings of discomfort, concerns and fear that something may happen. This type of child especially needs the help of teachers that would show them the right way and ensure their proper development. In the next part, emotional intelligence will be presented. This part includes the definition of emotional intelligence and its fields. Various factors affect development. Heredity and environment are pointed out. The goal of the research was to construct a grading scale based on expert and scientific findings. With its help, the level of emotional development and intelligence of children could be measured. In the research, a descriptive method was used. It showed interesting results that are presented in the thesis. The participants of the study were pupils from the first to the fifth grade, the sampling was convenient. Based on the results, the hypothesis that assumed significant changes in emotional intelligence between pupils of different ages was not confirmed. What was surprising was the fact that - based on calculations of arithmetic means - in terms of development boys were ahead of girls.
Keywords:	Emotions, definition of emotions, the structure of emotions, early childhood, middle childhood, emotional intelligence, enhancing emotional intelligence.

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