Uporaba metod za socialno-emocionalni razvoj otrok v prvem in drugem starostnem obdobju

Purgaj, Metka

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Title:	Uporaba metod za socialno-emocionalni razvoj otrok v prvem in drugem starostnem obdobju
Authors:	ID Purgaj, Metka (Author) ID Licardo, Marta (Mentor) More about this mentor...
Files:	VS_Purgaj_Metka_2018.pdf (1,24 MB) MD5: 1A713856C8FA94B70FEDB6AF91EA9663 PID: 20.500.12556/dkum/b9fd4cfc-fbaa-45d4-894f-764def13eb0a
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Socialni in emocionalni razvoj otroka sta ključnega pomena za njegov vsestranski razvoj. Cilje za razvoj tega področja zasledimo tudi v Kurikulumu za vrtce, kjer je opredeljen v področju dejavnosti družbe. V diplomskem delu smo se najprej posvetili socialnemu razvoju, za razvoj katerega je potreben dober odnos dojenčka oziroma kasneje otroka s starši. Poleg tega pa sta pri spodbujanju socialnega razvoja pomembni tudi igra in druženje z vrstniki ter odraslimi. Za emocionalni ali čustveni razvoj je prav tako pomembna družina, ki otroku omogoča varnost in na katero se otrok naveže. V okviru emocionalnega razvoja se otrok nauči zaznavanja čustev, regulacije čustev in prepoznavanja čustev pri drugih. V empiričnem delu diplomske naloge smo izvedli raziskavo o metodah za spodbujanje socialno-emocionalnega razvoja. V raziskavi je sodelovalo 211 strokovnih delavcev iz različnih regij Slovenije. V raziskavi smo ugotovili, da strokovni delavci ne poznajo metod za spodbujanje socialno-emocionalnega razvoja dovolj dobro, čeprav temu področju pripisujejo največji pomen. Ugotovili smo tudi, da strokovni delavci v homogenih skupinah prvega starostnega obdobja pogosteje uporabljajo omenjene metode kot tisti, ki delajo v heterogenih skupinah. Uporaba metod je odvisna predvsem od osebnostnih značilnosti strokovnega delavca. Rezultati za drugo starostno obdobje kažejo, da imajo pomembno vlogo pri uporabi metod izobrazba in delovne izkušnje, večina strokovnih delavcev pogosteje uporablja lažje metode za spodbujanje socialno-emocionalnega razvoja. Raziskava odkriva pomembne vidike, vezane na uporabo teh metod, in možnosti uporabe spoznanj v praksi.
Keywords:	socialni razvoj, emocionalni razvoj, razvojni mejniki, vloga strokovnih delavcev, predšolska vzgoja
Place of publishing:	Maribor
Publisher:	[M. Purgaj]
Year of publishing:	2018
PID:	20.500.12556/DKUM-70454
UDC:	373.2.015.3(043.2)
COBISS.SI-ID:	23891720
NUK URN:	URN:SI:UM:DK:OKMZI8HC
Publication date in DKUM:	19.06.2018
Views:	2173
Downloads:	379
Metadata:
Categories:	PEF
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Licences

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

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	12.05.2018

Secondary language

Language:	English
Title:	The use of methods of social and emotional development of pre-school children
Abstract:	Social and emotional development of a child is crucial for the child’s comprehensive development. The objectives for the development of this field are also found in the Curriculum for kindergartens, where it is defined in the social activities section. In this diploma, we first focused ourselves to social development, the development of which requires a good relationship between the baby, and later child, with his/her parents. In addition, play and socialising with peers and adults are also important in promoting social development. A family that enables the child to be safe and to whom the child is attached to is important for emotional development. Part of emotional development is learning the perception of feelings, regulation of feelings and recognition of feelings in others. In the empirical part of the final paper, we conducted a survey on methods for promoting socio-emotional development. 211 researchers from different regions of Slovenia participated in the survey. In the study, we found that professionals are not familiar enough with the methods for promoting socio-emotional development, although they assign the highest importance to this field. We also found that, in homogeneous groups of the first age group, professional workers use those methods more often than those who work in heterogeneous groups. The use of methods primarily depends on the personality characteristics of a professional worker. The results for the second age group show that education methods and work experience play an important role in the use of the mentioned methods; most of the professional workers use easier methods to promote socio-emotional development more often. The study reveals important aspects related to the use of these methods and the possibility of using its findings in practice.
Keywords:	social development, emotional development, development milestones, the role of professional workers, pre-school education

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