Gibalne/športne vsebine za 3-4 leta stare otroke

Štampalija, Tea

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Title:	Gibalne/športne vsebine za 3-4 leta stare otroke
Authors:	ID Štampalija, Tea (Author) ID Muhič, Miran (Mentor) More about this mentor...
Files:	VS_Stampalija_Tea_2019.pdf (1,93 MB) MD5: E4D9CFA733C8B80159EB5BDD847ED42E PID: 20.500.12556/dkum/5c9c07a4-c970-4091-8971-48b094256661
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	V diplomskem delu smo predstavili pomembnost gibalnih vsebin za 3–4 leta stare otroke in raziskali, katere gibalne/športne vsebine, katera učna metoda in katera učna oblika se največkrat izvajata v predšolski vzgoji. V teoretičnem delu smo predstavili gibalni razvoj otrok od tretjega do četrtega leta, predstavili smo pomen gibalnih dejavnosti za otrokov razvoj ter se posvetili pomenu gibalnih dejavnosti za otrokov gibalni in celostni razvoj. V empiričnem delu smo na osnovi anketnih vprašalnikov med vzgojitelji/vzgojiteljicami ugotavljali pomembnost športnih/gibalnih vsebin za 3–4 leta stare otroke, katere športne/gibalne vsebine se izvajajo, koliko vsebin se izvaja ter česa se v vrtcu ne izvaja, pa bi se moralo izvajati. Vzorec je sestavljalo 50 vzgojiteljev/vzgojiteljic dolenjskih vrtcev, ki vodijo vzgojno-izobraževalni proces otrok, starih 3–4 leta. S pomočjo t-testov za neodvisne vzorce smo zavrnili vseh 5 hipotez, kar pomeni, da ne obstajajo statistično značilne razlike v posluževanju gibalnih športnih vsebin ob glasbi glede na izobrazbo v večkrat tedenskem izvajanju načrtovanih in vodenih gibalnih/športnih dejavnosti glede na okolje, v katerem so zaposleni, v večkratnem izvajanju poligona kot učni obliki glede na leta zaposlitve, v posluževanju učne metode igre glede na starost in v aktivnem vključevanju v aktivnosti otrok med izvajanjem gibalnih/športnih vsebin glede na leto zaposlitve.
Keywords:	anketni vprašalnik, predšolski otrok, od 3 do 4 let, športne/gibalne vsebine, t-test za neodvisne vzorce
Place of publishing:	Maribor
Publisher:	[T. Štampalija]
Year of publishing:	2019
PID:	20.500.12556/DKUM-75195
UDC:	373.2:796.012(043.2)
COBISS.SI-ID:	24924936
NUK URN:	URN:SI:UM:DK:KDRH6RGK
Publication date in DKUM:	22.11.2019
Views:	2334
Downloads:	678
Metadata:
Categories:	PEF
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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:	26.09.2019

Secondary language

Language:	English
Title:	Physical/sports activities for children aged 3-4 years
Abstract:	In this thesis, we present the importance of physical activities for 3-4 year old children and research which physical/sport activities, learning methodologies, and learning types are most common in preschool education. The theoretical part presents the physical development of 3-4 year old children and focuses on the importance of physical activities for children’s motoric and wholesome development. In the empirical part, we survey teachers with questionnaires to determine the importance of physical/sport activities for 3-4 year old children, and establish which physical/sport activities teachers do with children, how many activities they do, and which activities they omit but should not. The sample consists of 50 preschool teachers from Dolenjska who educate 3-4 year old children. Using independent sample t-tests, we rejected all five hypotheses, which means that the differences in how much teachers of different levels of education employ musical physical/sport activities, how frequently per week teachers from different environments do planned and guided physical/sport activities, how frequently teachers of different career lengths use polygon as a learning type, how teachers of different age groups use play as a learning method, and how often teachers with different year of beginning of career participate in children’s activities are not statistically significant.
Keywords:	In this thesis, we present the importance of physical activities for 3-4 year old children and research which physical/sport activities, learning methodologies, and learning types are most common in preschool education. The theoretical part presents the physical development of 3-4 year old children and focuses on the importance of physical activities for children’s motoric and wholesome development. In the empirical part, we survey teachers with questionnaires to determine the importance of physical/sport activities for 3-4 year old children, and establish which physical/sport activities teachers do with children, how many activities they do, and which activities they omit but should not. The sample consists of 50 preschool teachers from Dolenjska who educate 3-4 year old children. Using independent sample t-tests, we rejected all five hypotheses, which means that the differences in how much teachers of different levels of education employ musical physical/sport activities, how frequen

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