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Title:NAČRTOVANJE VZGOJITELJEV V INKLUZIVNEM VRTCU
Authors:ID Lisjak, Jerneja (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf MAG_Lisjak_Jerneja_2015.pdf (1,93 MB)
MD5: B51B0619CFD36591DAC21EA415ACE2DD
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrsko delo z naslovom Načrtovanje vzgojiteljev v inkluzivnem vrtcu v teoretičnem delu obravnava dejavnike, ki vplivajo na uspešno načrtovanje vzgojiteljev v inkluzivnem vrtcu. Teoretični del zajema natančen opis značilnosti inkluzivnega vrtca ter pomen zgodnje obravnave in odkrivanja otrok s posebnimi potrebami (v nadaljevanju PP). Navedene so prednosti vključevanja otrok s PP v redne oddelke vrtca in predstavljena veljavna zakonodaja, s pomočjo katere lahko vzgojitelji kvalitetno načrtujejo. V nalogi je predstavljena vloga strokovnih delavcev pri vključevanju otrok s PP, opisane so skupine otrok s PP ter prilagoditve in pripomočki, ki so potrebni za uspešno inkluzijo otrok s PP v redne vrtce. Namen empiričnega dela je bil ugotoviti presojo lastne kompetentnosti vzgojiteljev za načrtovanje v inkluzivnem vrtcu, stališče vzgojiteljev v zvezi z vključevanjem otrok s PP, oceno pridobljenega znanja vzgojiteljev za delo z otroki s PP, ali so zagotovljeni ustrezni materialni, prostorski in vsebinski pogoji za načrtovanje v inkluzivnem vrtcu ter kje vzgojitelji poiščejo informacije za načrtovanje v inkluzivnem vrtcu. Statistično so bili kontrolirani vloga izobrazbe, starost in kraj zaposlitve. Pri raziskovanju sta bili uporabljeni deskriptivna in kavzalno-neeksperimentalna metoda empiričnega raziskovanja. Podatki so bili zbrani s pomočjo spletnega anketnega vprašalnika, ki je bil sestavljen iz vprašanj odprtega in zaprtega tipa. Na vprašalnik je odgovorilo 271 naključno izbranih vzgojiteljev iz slovenskih vrtcev z različnim številom let delovnih izkušenj. Rezultati raziskovalnega dela nas opozarjajo, da večina vzgojiteljev nima dovolj znanja za delo z otroki s PP, prav tako ne za načrtovanje dela za otroke s PP. Kljub temu da trenutni študijski program predšolske vzgoje vsebuje predmete, ki obravnavajo problematiko dela z otroki s PP, vzgojitelji v starostni skupini do 30 let v veliki večini menijo, da si tekom študija niso pridobili dovolj znanja za delo z otroki s PP. Vzgojitelji pripisujejo pomembno vlogo zgodnji obravnavi in čim prejšnji vključitvi otroka s PP v vrtec, saj to koristno vpliva na njegov vsestranski razvoj. Nekoliko manj se strinjajo, da otroku s PP vključitev v redni vrtec koristi, hkrati pa se delno strinjajo, da takemu otroku bolj koristi vključitev v prilagojeni program. Menijo, da ima vzgojitelj, ki ima v oddelku otroka s PP, več dela kot ostali vzgojitelji. V veliki meri se strinjajo, da je za dodatno strokovno pomoč, materialne pogoje in prostorske pogoje ustrezno poskrbljeno. Vzgojitelji pri načrtovanju dela z otroki s PP najpogosteje posežejo po strokovni literaturi, ki jo poiščejo v knjižnici, najredkeje pa informacije dobijo na študijskih skupinah. Rezultati kažejo, da imajo vzgojitelji težave pri načrtovanju ciljev za otroke s PP. Manj kot 10 % jih meni, da za delo s posameznimi skupinami otrok s PP nimajo dovolj znanja za načrtovanje. Vzgojiteljem največ težav predstavlja načrtovanje dela slabovidne otroke oz. otroke z okvaro vidne funkcije, največ znanja pa imajo za delo z otroki z govorno-jezikovnimi motnjami, dolgotrajno bolnimi otroki in otroki s čustveno-vedenjskimi motnjami. Vzgojitelji z odgovori na vprašanja sporočajo, da vsaj četrtina nima časa za načrtovanje dela za otroke s PP, hkrati pa jih skoraj polovica meni, da bi načrtovane aktivnosti za otroke s PP lahko uporabili tudi za ostale otroke v skupini. Večina vzgojiteljev meni, da ima njihov odnos do načrtovanja dela z otroki s PP velik pomen, saj pomembno vpliva na uspešnost vključevanja otrok s PP ter tudi na to, kako jih sprejmejo drugi otroci. Prav tako se večina strinja, da je za uspešno načrtovanje dela pomembno sodelovanje s strokovnjaki in ustanovami.
Keywords:vzgojitelji, inkluzija, inkluzivni vrtec, otroci s posebnimi potrebami, načrtovanje.
Place of publishing:[Maribor
Publisher:J. Lisjak]
Year of publishing:2015
PID:20.500.12556/DKUM-54834 New window
UDC:373.21:376-053.4(043.2)
COBISS.SI-ID:21671176 New window
NUK URN:URN:SI:UM:DK:RQH2SRAL
Publication date in DKUM:29.10.2015
Views:3764
Downloads:681
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:KINDERGARTEN TEACHERS' PLANNING IN INCLUSIVE KINDERGARTEN
Abstract:Master's thesis with the title Kindergarten teachers' planning in inclusive kindergarten in its theoretical part discusses factors that influence the succesful kindergarten teachers' planning of their work in inclusive kindergarten. The theoretical part includes the accurate description of inclusive kindergarten's characteristic and the importance of the early treatment and discovery of the children with the special needs (SN in continuation). The advantages of integration of the children with SN into the standard groups of kindergartens are mentioned with the valid legislation, which is important to use while quality kindergarten teachers' planning. In this thesis the role of professional workers while integration of the children with SN is presented, the groups of these children are presented among the adjustments and didactic accessories, which are necessary for the successful inclusion of the children with SN into standard kindergartens. The purpose of the empirical part was to find out how do the kindergarten teachers estimate their own competence for planning in inclusive kindergarten, their point of view about integration of the children with SN, the evaluation of their acquired knowledge for working with the children with SN, if there are the appropriate material, spacial and contentual conditions for planning in inclusive kindergarten and where teachers find the information about planning in inclusive kindergartens. There is a statistic about the role of education, age and place of the employment. For the research descriptive and causal non-experimental method of empirical research were used. Analysis data were gathered by web questionnaire, which was made of the open-ended and closed-ended questions. There were 271 coincidentally chosen kindergarten teachers with different years of work experiences from Slovenia who answered it. The results of the empirical part worn us about the fact, that the majority of kindergarten teachers doesn't have enough knowledge to work with children with SN or planning the work with them. The current program of kindergarten study contains school subjects, dealing with the knowledge of working with children with SN. The teachers younger than 30 years in majority mean that during their studying they didn't get enough knowledge to work with children with SN. Teachers think that early proceeding and integration of a child with PN is very important because it's beneficial to his/her progress in general. Not all of them agree that integration of a child with PN into an ordinary kindergarten is good for him/her but at same time they partly agree that it is better for him/her to join the special program. They think that a teacher with a child with SN in his/her group works more than other teachers do. At the same time they agree that they get better professional help and have better material and spacial conditions. Kindergarten teachers mainly use professional literature while planning their work with children with SN. They get it at libraries, rarely they gather pieces of information at teachers' meetings. The results show that teachers have some difficulties while planning the aims for children with SN but less than 10 % of these teachers say, that they don't have enough knowledge to deal with the planning for special groups of children with SN. They have problems mainly with planning their work with visually-impaired children or children with the emergence of visual functions, they are more educated for working with children who have speech and language disorders, long-term sick children and those with emotional and behavioural problems. At least a quarter of the teacher says that they don't have time for planning the work with children with PN but at the same time half of them share the opinion that planned activities for those children can be used for the other children in a group.
Keywords:kindergarten teachers, inclusion, inclusive kindergarten, children with special needs.


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