Razlike v postavljanju meja v 2. starostnem obdobju med starši in vzgojitelji

Medved, Andreja

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Title:	Razlike v postavljanju meja v 2. starostnem obdobju med starši in vzgojitelji
Authors:	ID Medved, Andreja (Author) ID Licardo, Marta (Mentor) More about this mentor...
Files:	VS_Medved_Andreja_2016.pdf (1,04 MB) MD5: 0EBB2BFEE011B6FA2FE034EBC2961516
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Postavljanje vzgojnih meja in pravil sta pomembna elementa vzgoje, saj se s pomočjo pravil in meja otroci učijo primernega in odgovornega vedenja doma, v vrtcu in družbi. Meje in pravila je potrebno postavljati preudarno, upoštevaje otrokove sposobnosti in potenciale. S preventivnim delovanjem odraslih lahko dosežemo zdrave odnose z otroki, preprečujemo nepotrebne konflikte in pripomoremo, da bo otrok prevzel primerno odgovornost za svoje izbire glede na starost. V teoretičnem delu so predstavljene tudi težave, ki pri tem nastajajo, disciplinski ukrepi ob neupoštevanju le-teh ter čustveni procesi otrok in odraslih vezanih na vzgojna pravila. V empiričnem delu smo raziskali ali obstajajo razlike v postavljanju meja in pravil v drugem starostnem obdobju med starši in vzgojitelji. Ugotovili smo, da so strokovni delavci v vrtcih bolj zadovoljni pri postavljanju meja kot starši, predvsem so razlike v situacijah, kot so obuvanje in oblačenje, pospravljanje igrač in pri igri z drugimi otroki. Glede ukrepov pri kršenju pravil smo ugotovili, da starši pogosteje uporabljajo bolj stroge ukrepe kot strokovni delavci, npr. povzdignejo glas, določijo kazen, otroka našeškajo, odvzamejo prijetne stvari ipd. Pri oceni doslednosti pa smo ugotovili, da so strokovni delavci bolj dosledni pri udejanjanju pravil, pri udejanjanju ukrepov, kadar otrok ne izpolni zahtev, prav tako so tudi bolj vztrajni pri uveljavljanju pravil. Rezultati odkrivajo pomembne razlike pri vzgoji staršev in strokovnih delavcev, na podlagi katerih bi lahko načrtovali usposabljanje in svetovanje staršem ter strokovnim delavcem.
Keywords:	vzgojna pravila in meje, predšolska vzgoja, vzgojni stili, starši, vzgojitelji
Place of publishing:	Maribor
Publisher:	[A. Medved]
Year of publishing:	2016
PID:	20.500.12556/DKUM-63389
UDC:	37:373.2(043.2)
COBISS.SI-ID:	22675976
NUK URN:	URN:SI:UM:DK:AYPVZYVZ
Publication date in DKUM:	18.10.2016
Views:	1843
Downloads:	142
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	Diferences between parents and educators in setting limits in the second age period
Abstract:	Setting boundaries and rules are important elements of upbringing as they are used to teach children the appropriate and responsible behaviour at home, in kindergartens and in other social environment. When setting boundaries and rules it is essential to be prudent, bearing in mind the individual child’s abilities and potentials. With preventive adult actions we can achieve healthy child-adult relationships, avoid unnecessary conflicts, and create circumstances where a child will be able to take on an appropriate amount of responsibility for their choices, depending on their age. The theoretical part of the thesis also presents the problems that could occur, the disciplinary actions when failing to fulfil the previously mentioned issues as well as the emotional processes of children and adults, bound to the upbringing rules. In the empirical part we have focused on the question of difference in setting boundaries and rules for the children of the second age period among the parents and kindergarten teachers. We have come to the conclusion that the kindergarten professionals are more satisfied regarding the setting of boundaries compared to the parents, the differences being mostly shown in situations like putting on shoes, getting dressed, putting toys away and playing with other children. Regarding the measurements that follow the neglecting of a particular rule, we have concluded that the parents use more severe actions than the kindergarten professionals, e.g. they raise their voice, set an appropriate punishment, spank the child, take away some privilege, more frequently. Assessing the consistency, however, we have determined that the kindergarten professionals are more consistent in executing both the rules and actions when a child does not fulfil the demands. The kindergarten professionals are also more persistent and consistent in executing rules. The results reveal important differences in child upbringing of parents and kindergarten professionals. These conclusions could be used as a means of planning both parent and professional training and counselling.
Keywords:	rules and boundaries of upbringing, preschool education, upbringing styles, parents, kindergarten teachers

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