Uporabnost socialnih iger pri vzpostavljanju inkluzivnega okolja : magistrsko delo

Španinger, Nives

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Title:	Uporabnost socialnih iger pri vzpostavljanju inkluzivnega okolja : magistrsko delo
Authors:	ID Španinger, Nives (Author) ID Globačnik, Bojana (Mentor) More about this mentor...
Files:	MAG_Spaninger_Nives_2022.pdf (2,01 MB) MD5: 0247F15690E02C933021DCFA45753A20 PID: 20.500.12556/dkum/6763f0bd-c7f4-4b6a-834e-90333b1a9cc3
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Z vstopom v vrtec in šolo otroci razširijo svoje socialno okolje ter vstopajo v prve prave socialne odnose izven družinskega kroga. V družbi vrstnikov začnejo otroci kmalu opažati medsebojno različnost. Da bi se otroci s posebnimi potrebami v šolskem okolju počutili sprejete ter razvili vse svoje potenciale, je naloga šole, da vzpostavi ter vzdržuje vzpodbudno in strpno vzgojno okolje. Namen magistrskega dela je izpostaviti kako socialne igre kot didaktično sredstvo, pripomorejo k oblikovanju takšnega okolja. V teoretičnem delu so opredeljeni otroci s posebnimi potrebami, njihova socialna sprejetost, izobraževanja nekoč in danes, ter vloga učitelja pri socialnem vključevanju otrok s posebnimi potrebami v razred. Predstavili smo pomen in vpliv otroške igre na psihosocialni razvoj otroka, ter natančneje raziskali uporabnost socialnih iger pri sprejemanju drugačnosti. V empiričnem delu smo raziskali poznavanje socialnih iger med učitelji, pogostost njihove uporabe, ter pozitivne učinke izvajanja socialnih iger pri inkluzivnem delu v šoli. Rezultati so pokazali, da učitelji po kontinuiranem izvajanju socialnih iger, v povprečju opažajo zadovoljiv napredek v socialni uspešnosti učencev, ter vpliv socialnih iger na refleksijo lastnih stališč, vrednot in strokovnega znanja. Učitelji prav tako potrdijo uspešnost socialnih iger pri socialnem vključevanju otrok s posebnimi potrebami v vrstniško skupino.
Keywords:	otroci s posebnimi potrebami, socialna sprejetost, socialne igre, inkluzija, drugačnost, različnost
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[N. Španinger]
Year of publishing:	2021
Number of pages:	1 spletni vir (1 datoteka PDF (VIII, 74 str.))
PID:	20.500.12556/DKUM-81041
UDC:	376(043.2)
COBISS.SI-ID:	94363907
Publication date in DKUM:	25.01.2022
Views:	1584
Downloads:	436
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:	13.12.2021

Secondary language

Language:	English
Title:	Usage of social games for establishing an inclusive environment
Abstract:	By entering kindergarten and school, children expand their social environment and enter the first real social relationships outside the family circle. In society, children soon begin to notice their differences. In order for children with special needs to feel accepted in the school environment and develop all their potential, the school’s task is to establish a stimulating and tolerant educational environment. The purpose of the master’s thesis is to highlight usefulness of social games, as a didactic tool for establishing such an environment. The theoretical part defines children with special needs, their social acceptance, their education in the past and in the present, and the role of the teacher in the social inclusion of children with special needs in the classroom. We presented the importance and impact of children's play on the child's psychosocial development, and researched on more detail the usefulness of social games in accepting difference. In the empirical part, we researched the knowledge about social games among teachers, the frequency of their usage, and the positive effects of the implementation of social games in inclusive work in school. The results showed that after continuous implementation of social games, teachers on average, observe satisfactory progress in children’s social performance and the impact of social games on the self-reflection of teachers' attitudes, values and their own expertise. Teachers also confirm the success of social games in the social inclusion of children with special needs in the peer group.
Keywords:	Children with special needs and disabilities, social acceptance, social games, inclusion, diversity

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