Miselni izzivi v vrtcu

Mihelčič, Alja

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Title:	Miselni izzivi v vrtcu
Authors:	ID Mihelčič, Alja (Author) ID Hmelak, Maja (Mentor) More about this mentor...
Files:	VS_Mihelcic_Alja_2018.pdf (1,43 MB) MD5: ED0C8926DF54E51BBD6770C0AA031863 PID: 20.500.12556/dkum/bb82e350-165c-4775-83c6-eee536e219d0
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Miselni izzivi so dejavnosti, ki otrokom in odraslim predstavljajo izziv. Otroci se različno odzovejo na miselne izzive. Nekatere spodbudijo k reševanju le-teh, nekaterim predstavljajo negotovost, nekaterim veselje. Večini izmed njih predstavljajo izziv, zaradi česar tovrstne miselne in gibalne dejavnosti pritegnejo njihovo pozornost. Diplomsko delo z naslovom Miselni izzivi v vrtcu je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu so zapisane strokovne razlage iz literature, ki zajema to področje. Opredelili smo, kaj so miselni izzivi pri čemer smo se osredotočili na štiri razvojna področja otrokovega razvoja: kognitivni in socialni razvoj, čustveni, gibalni ter govorni razvoj. Zanimalo nas je, zakaj so ta področja pomembna in kako vplivajo na miselni razvoj otroka. Predstavljeni so tudi vidiki pogojeni z miselnimi izzivi in kaj vse je potrebno za njihov razvoj pri otrocih. Empirični del temelji na opazovalnih listih, ki smo jih pripravili pred izvajanjem dejavnosti z otroki. Dejavnosti so bile pripravljene za spodbujanje miselnih izzivov iz razvojnih področij omenjenih v teoretičnem delu. Opazovalni listi so bili izvedeni v dveh opazovanjih, in sicer v skupini prvega starostnega obdobja od 2. do 3. leta starosti. Pri obeh opazovanjih je bil prvi poskus brez sugestije, medtem ko je bil drugi poskus izveden s sugestijo. Preverjali smo tudi uspešnost pri prvem in drugem opazovanju. Ugotovljeno je bilo, da je večini otrok šlo boljše pri drugem opazovanju in da so otroci z večkratnim ponavljanem uspešnejši. Spol otroka ni vplival na rezultate.
Keywords:	Čustveni razvoj, gibalni razvoj, igra, miselni izziv.
Place of publishing:	Maribor
Publisher:	[A. Mihelčič]
Year of publishing:	2018
PID:	20.500.12556/DKUM-69357
UDC:	373.2(043.2)
COBISS.SI-ID:	23657224
NUK URN:	URN:SI:UM:DK:39ECFEM2
Publication date in DKUM:	19.02.2018
Views:	2126
Downloads:	232
Metadata:
Categories:	PEF
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Licences

License:	CC BY-ND 4.0, Creative Commons Attribution-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nd/4.0/
Description:	Under the NoDerivatives Creative Commons license one can take a work released under this license and re-distribute it, but it cannot be shared with others in adapted form, and credit must be provided to the author.
Licensing start date:	10.01.2018

Secondary language

Language:	English
Title:	Mental challenges in preschool
Abstract:	Cognitive challenges are activities that present a challenge to both, children and adults Children react differently to cognitive challenges. Some get motivated to solve them, some start to feel uncertain about them, some feel happy. To most children, cognitive challenges represent a challenge, which is why cognitive and motor activities attract children's attention. The diploma entitled Cognitive challenges in preschool is composed of a theoretical and empirical part. The theoretical part focuses on academic explanations based on the literature of the field. The term cognitive challenges is defined by taking into account four crucial areas of child development: cognitive and social, emotional, motor and speech development. We explain why these areas are important and how they affect cognitive development of a child. Some aspects related to cognitive challenges are presented, too, as well as what a child needs to develop cognitive challenges. The empirical part is based on observation sheets prepared before doing the activities with children. The activities were prepared to motivate cognitive challenges in the areas of child development mentioned in the theoretical part. The observation sheets were applied in two observations with a group of the first age period from age 2 to age 3. Both observations were carried out without suggestion the first time and with suggestion the second time. We also checked children's results in the first and second observations. Our findings show that most children did better in the second observation and that they improved their performance after some repetitions of the activities. The results revealed no sex differences.
Keywords:	Emotional development, motor development, play, cognitive challenge.

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