Učinek didaktične igre medvedek Vsevedek na razvoj socialnih veščin vezanih na komunikacijo

Zlatnik, Špela

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Title:	Učinek didaktične igre medvedek Vsevedek na razvoj socialnih veščin vezanih na komunikacijo
Authors:	ID Zlatnik, Špela (Author) ID Licardo, Marta (Mentor) More about this mentor...
Files:	VS_Petrovic_Spela_2018.pdf (3,06 MB) MD5: 68878CE50DB49C30707F3FC69BA9C8FA PID: 20.500.12556/dkum/5531036f-1e88-47db-af46-a73aa8a39ce0
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	V teoretičnem delu diplomske naloge smo predstavili socialni razvoj in komunikacijo otrok, dva izmed ključnih dejavnikov za uspešno socializacijo ter kasnejši napredek otrok. Ob tem smo izpostavili pomen igre, osrednjega sredstva za učenje v predšolskem obdobju, ki ga lahko uporabljamo tudi za učenje veščin socialne komunikacije. V praktičnem in empiričnem delu smo raziskali učinek didaktične igre medvedek Vsevedek. Igro smo izdelali sami in pri tem premišljeno vključili želene elemente raziskovanja, tj. spremljanje napredka otrok v verbalni, neverbalni in simbolni komunikaciji ter spremljanje izboljšanja njihove pozornosti. V raziskavi je sodelovalo 17 otrok, starih med 5 in 6 let. Rezultati so pokazali, da so izboljšali svoje veščine pri vseh merjenih postavkah. S testiranjem vseh otrok v skupini pred in po uporabi igre smo ugotovili, da so najvišje povprečne vrednosti pri verbalni, neverbalni in simbolni komunikaciji izkazovali pri zadnjem testiranju. Otroci so tako izboljšali sposobnosti verbalnega opisovanja pojmov, ki so jih predstavili bolj podrobno in na več različnih načinov. Pri neverbalni komunikaciji so uporabljali več kompleksnih gibov, ki so jih povezovali v celoto. Tudi pri simbolni komunikaciji oz. risanju smo zaznali več podrobnosti, saj so otroci v risbe vložili več truda. Podobne rezultate je pokazala tudi analiza elevacijskega vprašalnika za strokovne delavke, ki so ves čas opazovale potek raziskovanja v skupini. Rezultati so pomembni zlasti iz vidika uporabe družabnih iger za razvoj posameznih veščin, vezanih na socialno komunikacijo.
Keywords:	socialne veščine, komunikacija, didaktična igra, predšolska vzgoja, metode
Place of publishing:	Maribor
Publisher:	[Š. Petrovič]
Year of publishing:	2018
PID:	20.500.12556/DKUM-71323
UDC:	373.2.015.31(043.2)
COBISS.SI-ID:	24025864
NUK URN:	URN:SI:UM:DK:T2AHDYJM
Publication date in DKUM:	24.09.2018
Views:	1650
Downloads:	205
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:	02.08.2018

Secondary language

Language:	English
Title:	The impact of a didactic game 'the knowitall teddy bear' on the development of social skills related to communicaton
Abstract:	In the theoretical part of the thesis, we focused on children’s development and communication, two of the key factors of a child’s successful socialization and progress. Through that, we emphasized the importance of games, the main learning instrument in pre-school period, which can also be used for learning the skill of social communication. In practical and empirical part, we examined the impact of a didactic game “The Knowitall Teddy Bear.” We designed and developed the game ourselves, incorporating the desired research elements, i.e. monitoring the children’s progress in verbal, non-verbal and symbolic communication and monitoring the children’s improvement regarding attention. The participants were 17 children, aged between 5 and 6. The results have shown that the children’s skills were improved in all measured elements. By testing the participants before and after implementing the game, we discovered that the highest average values in verbal, non-verbal and symbolic communication were demonstrated in the last testing. The children thus improved their ability to verbally describe concepts, present those concepts in more detail and in various ways. In the non-verbal communication, they were able to use several complex movements and combine them into a whole. Regarding the symbolic communication, we detected more details on their drawings; the children put more effort into their work. Similar results were found by analyzing the elevation questionnaire for practitioners who oversaw the whole course of research. The results are important in terms of the use of social games for the development of skills related to social communication.
Keywords:	social skills, communication, didactic game, pre-school, education, methods

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