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Title:Poznavanje občutljivih obdobij in nevroplastičnosti možganov pri vzgojiteljih in učiteljih prvega vzgojno-izobraževalnega obdobja ter njuna uporaba pri načrtovanju vzgojno-izobraževalnega dela : magistrsko delo
Authors:ID Kovač, Saša (Author)
ID Usenik, Janja (Mentor) More about this mentor... New window
Files:.pdf MAG_Kovac_Sasa_2026.pdf (1,36 MB)
MD5: 49C33F8E0293D936E20695509749EA71
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Magistrska naloga obravnava poznavanje občutljivih obdobij in nevroplastičnosti možganov pri vzgojiteljih ter učiteljih prvega vzgojno-izobraževalnega obdobja in njuno uporabo pri načrtovanju vzgojno-izobraževalnega dela. Teoretični del predstavlja sodobna spoznanja o razvoju možganov, nevroplastičnosti in občutljivih obdobjih v otrokovem razvoju. Posebna pozornost je namenjena vplivu okolja, zgodnjih izkušenj, učenja in vzgoje pri oblikovanju možganskih povezav ter razvoju govornega, motoričnega, spoznavnega in socialno-čustvenega področja. Predstavljene so tudi pedagoške implikacije nevroznanstvenih spoznanj na delo vzgojiteljev in učiteljev. Empirični del temelji na kvantitativni raziskavi, izvedeni med vzgojitelji in učitelji prvega vzgojno-izobraževalnega obdobja. Namen raziskave je bil ugotoviti raven njihovega poznavanja nevroplastičnosti in občutljivih obdobij ter preveriti, v kolikšni meri ta spoznanja vključujejo v načrtovanje in izvajanje vzgojno-izobraževalnega dela. Zanimalo me je tudi, ali obstajajo razlike v poznavanju in uporabi teh konceptov glede na poklicno skupino, delovne izkušnje in dodatna strokovna izobraževanja. Rezultati raziskave kažejo, da se strokovni delavci zavedajo pomena zgodnjih izkušenj, spodbudnega okolja in individualnih razvojnih značilnosti otrok. Kljub temu se med njimi pojavljajo razlike v stopnji poznavanja nevroznanstvenih spoznanj in v njihovem prenosu v pedagoško prakso. Ugotovitve poudarjajo potrebo po dodatnem strokovnem izobraževanju na področju razvoja možganov, nevroplastičnosti in občutljivih obdobij, saj bi to lahko prispevalo k bolj premišljenemu načrtovanju vzgojno-izobraževalnega dela ter učinkovitejšemu spodbujanju otrokovega razvoja.
Keywords:nevroplastičnost, občutljiva obdobja, razvoj možganov, vzgojitelji, učitelji prvega vzgojno-izobraževalnega obdobja
Place of publishing:Maribor
Place of performance:Maribor
Publisher:S. Kovač
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (X, 52 str.))
PID:20.500.12556/DKUM-98840 New window
UDC:37.015.3(043.2)
COBISS.SI-ID:290057987 New window
Publication date in DKUM:04.09.2026
Views:215
Downloads:7
Metadata:XML DC-XML DC-RDF
Categories:FF
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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:11.07.2026

Secondary language

Language:English
Title:Preschool educators' and first-cycle primary school teachers' knowledge of sensitive periods and brain neuroplasticity, and its application in educational planning
Abstract:This master's thesis examines preschool teachers' and primary school teachers' knowledge of sensitive periods and brain neuroplasticity, as well as the application of this knowledge in planning educational work. The theoretical part presents contemporary findings on brain development, neuroplasticity, and sensitive periods in child development. Particular attention is devoted to the influence of the environment, early experiences, learning, and education on the formation of neural connections and the development of language, motor, cognitive, and socio-emotional skills. The pedagogical implications of neuroscientific findings for the work of preschool and primary school teachers are also discussed. The empirical part is based on a quantitative study conducted among preschool teachers and teachers in the first educational cycle of primary school. The aim of the study was to determine their level of knowledge of neuroplasticity and sensitive periods and to examine the extent to which they incorporate this knowledge into the planning and implementation of educational work. The study also investigated whether differences in knowledge and application of these concepts exist with regard to professional group, years of teaching experience, and participation in additional professional development. The findings indicate that educational professionals recognize the importance of early experiences, a stimulating environment, and children’s individual developmental characteristics. Nevertheless, differences were identified in their level of knowledge of neuroscientific concepts and in the extent to which this knowledge is translated into educational practice. The results highlight the need for additional professional development in the fields of brain development, neuroplasticity, and sensitive periods, as this could contribute to more informed planning of educational work and more effective support for children's overall development.
Keywords:neuroplasticity, sensitive periods, brain development, preschool teachers, primary school teachers in the first educational cycle


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