Pomen proste igre za razvoj socialnih veščin otrok v predšolskem obdobju

Bukovec Krenn, Ana

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Title:	Pomen proste igre za razvoj socialnih veščin otrok v predšolskem obdobju
Authors:	ID Bukovec Krenn, Ana (Author) ID Hmelak, Maja (Mentor) More about this mentor...
Files:	VS_Bukovec_Krenn_Ana_2017.pdf (1,30 MB) MD5: 4906AFFBEE64D6E1F5E7AC4E007D8EBE
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Družba, v kateri živimo, od staršev in strokovnih delavcev v vrtcih zahteva prilagajanje, sprejemanje kompromisov, dogovarjanje itn. Velikokrat se odrasli ne zavedamo, kako naša komunikacija in vedenje oblikujejo socialne kompetence otroka, kateremu smo vzgled v vsakodnevnem življenju. Otrok se sprva socialnih veščin uči od staršev, v vrtcu od vzgojiteljev. Preko igre s sovrstniki se uči socialnih interakcij, komuniciranja, dogovarjanja, sodelovanja ter oblikuje vedenja, ki so sprejemljiva in nesprejemljiva. Spodbujanje razvoja socialnih veščin omogoča otrokom, da v poznejšem obdobju svojega življenja lažje vzpostavljajo pozitivne medsebojne odnose, vzpostavljajo pozitivno komunikacijo z drugimi ter razvijejo občutek za medsebojno sodelovanje, skrb in pomoč drugim. Razvijejo pozitivno samopodobo in samospoštovanje. V diplomskem delu smo predstavili pomen proste igre za razvoj socialnih veščin v vrtcu. Opisali smo vrste igre, ki se pojavljajo v predšolskem obdobju, vlogo odraslih in sovrstnikov pri razvijanju socialnih veščin, socialni razvoj otrok v predšolskem obdobju in izpostavili posamezne socialne veščine, katere otrok razvija v prosti igri v predšolskem obdobju. V empiričnem delu smo predstavili izsledke opazovanj otrok II. starostnega obdobja, v starosti 3–4 let, pri prosti igri s pomočjo frekvenčne distribucije. Izračunali smo še absolutne (f) in odstotne (f %) frekvence ter jih primerjali glede na spol otroka. V vsakem izmed opazovanj smo primerjali način komuniciranja, izražanje čustev in vedenja ter oblikovanje medosebnih odnosov in sodelovanja med deklicami in dečki. Med posameznimi sklopi opazovanj smo izvajali vodene aktivnosti za spodbujanje razvoja socialnih veščin ter primerjali socialne veščine otrok prvega in tretjega opazovanja proste igre.
Keywords:	igra predšolskega otroka, komunikacija, konflikti, medosebni odnosi, prosocialno vedenje.
Place of publishing:	Maribor
Publisher:	[A. Bukovec Krenn]
Year of publishing:	2017
PID:	20.500.12556/DKUM-66007
UDC:	373.2:159.964.21-053.4(043.2)
COBISS.SI-ID:	23246344
NUK URN:	URN:SI:UM:DK:E8RYAFLL
Publication date in DKUM:	21.07.2017
Views:	3134
Downloads:	458
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	The importance of free play for development of social skills of preschool children
Abstract:	The society in which we live requires from parents and preschool teachers the ability to adjust, make compromises, negotiate, etc. Adults are often not aware how their communication and behaviour shape social competences in children for whom they are role models in everyday life. Children start to learn social skills from their parents, and in preschool from their teachers. By playing games with their peers, children learn social interactions, communication, negotiation, cooperation and behaviour, both acceptable and unacceptable. Encouraging the development of social skills facilitates children to build positive interpersonal relationships, develop positive communication with others and develop a sense of mutual cooperation, care and assistance later in their lives. They develop a positive self-image and self-respect. The thesis presents the importance of free play for the development of social skills in preschool children. It describes the types of play in the preschool period, the role of adults and peers in developing social skills, the social development of preschool children and individual social skills developed by children through free play in the preschool period. The empirical part of the thesis presents the results of observing children aged 3–4 years at free play by using frequency distribution. Absolute (f) and percentage (f %) frequencies were calculated and compared by children’s gender. In each observation communication, expression of emotions and behaviour, formation of interpersonal relationships, and cooperation between boys and girls were compared. Among individual sets of observations, teacher-directed activities for encouraging the development of social skills were implemented and social skills of children from the first and third observations of free play were compared.
Keywords:	preschool play, communication, conflicts, interpersonal relationships, prosocial behaviour.

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