20.500.12556/ReVIS-8001 Spodbujanje samostojnosti 1-3 letnih otrok v vrtcu diplomsko delo V diplomskem delu smo se osredotočili na pomen in spodbujanje samostojnosti 1 – 3 letnih otrok. Veliko staršev je namreč prepričanih, da je njihov otrok še premajhen, da bi opravljal določene aktivnosti, ki so primerne za njegovo starost. V teoretičnem pregledu smo opredelili pojem samostojnost, razvojne mejnike v starosti 1 – 3 let na področju govora, telesnega razvoja, intelektualnega, socialnega in čustvenega razvoja. Predstavili smo načine kako otroke spodbujamo k samostojnosti, kaj pomeni, če so starši prezahtevni oziroma popustljivi ter kakšne vzgojne metode za spodbujanje samostojnosti uporabljajo vzgojitelji v vrtcu. Nadalje je predstavljena raziskava, ki smo jo izvedli med starši 1-3 letnih otrok, ter vzgojiteljicami v vrtcu. Preverjali smo, kako starši razumejo in spodbujajo samostojnost otrok, ter ali so njihova pričakovanja do svojih otrok v tej starosti realna, prezahtevna ali popustljiva. Preverjali smo tudi kakšna je stopnja samostojnosti 1 – 3 letnih otrok, ki obiskujejo vrtec, in tistih, ki vrtca ne obiskujejo in kako vzgojiteljice spodbujajo samostojnost otrok v vrtcu. Ugotovili smo, da starši spodbujajo samostojnost svojega otroka tako, da mu večkrat pokažejo in razložijo neko aktivnost, ter mu pri tem pomagajo. Rezultati kažejo, da so starši otrok v starosti 1 – 3 let preveč popustljivi, saj menijo, da je njihov otrok še premajhen za določeno opravilo oziroma aktivnost. Tako starši, kot tudi vzgojitelji v vrtcu se bojijo za varnost otrok, vendar jim kljub temu omogočijo samostojno gibanje. Starši otrok, ki ne obiskujejo vrtca pogosto preveč posegajo v otroško igro in s tem zavirajo otroka, da bi sam prišel do rešitve. Ugotovili smo tudi, da so otroci, ki obiskujejo vrtec bolj samostojni pri vsakodnevnih opravilih in da se vzgojiteljice v vrtcu poslužujejo dobrih metod, za spodbujanje otroke k samostojnosti. Rezultati so lahko uporabni za izobraževanje staršev o zmožnostih otrok in primernem spodbujanju njihove samostojnosti. In our thesis, we focused on the importance and encouragement of independence of children aged one to three. Namely, many parents are convinced that their children are not old enough to perform certain activities appropriate for their age. In the theoretical overview, we defined independence and listed some developmental milestones of children aged one to three, including speech and physical, intellectual, social and emotional development. We illustrated several manners of encouragement of children to become independent and discussed the consequences of parents being either too demanding or too indulgent. Besides that, we explored the educational methods used by nursery school teachers to encourage children’s independence. Furthermore, we presented the results of a research carried out between parents of children aged one to three, and nursery school teachers. We wanted to know how parents understand and encourage their children's independence, and whether their expectations towards their children, considering their age, are either realistic, too rigid or too indulgent. Moreover, we were interested in the level of independence of children aged one to three who go to nursery school, and those who do not, and how teachers encourage their independence in nursery schools. We found out that parents encourage their children's independence by showing and explaining a certain activity to them several times and by doing that, helping them. The results have shown that parents of children aged one to three are too indulgent, namely, they believe their children are too little to perform a certain task or activity. Both parents and teachers are concerned about the children's safety but enable them to move independently nevertheless. The parents of children that do not go to nursery school are too involved in their children's play and thus decelerate the process of their children finding a solution on their own. We also established that children who go to nursery school are more independent regarding everyday chores, and that nursery school teachers make use of great methods of encouraging children to become independent. Our results can be useful for parents, as they offer them education about their children's abilities and adequate encouragement of their independence. predšolski otrok samostojnost spodbujanje vzgoja razvojne faze in mejniki pre-school child independence promotion education development phases and milestones true true false [I. Zelinšček] Slovenski jezik Angleški jezik Diplomsko delo/naloga 2021-07-28 09:51:32 2021-07-28 09:51:32 2024-06-12 16:57:58 0000-00-00 00:00:00 2017 0 Nova Gorica 2017 Nova Gorica Na ov.: Diplomska naloga; 47 str., [5] str. pril. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 1024780609 http://www.fuds.si/sites/default/files/diplomsko_delo_irena_zelinscek_1a.pdf 1 https://revis.openscience.si/Dokument.php?lang=slv&id=8404 RAZ_Zelinscek_Irena_i2017.pdf RAZ_Zelinscek_Irena_i2017.pdf 1 DF14349BDED4BE4A19AD7D21B657ADBB 638788d69e066ff9173dd8a346a59b35bc5e7a2f5e64b2142a989635e00c9a5d f4e4d524-2898-11ef-9c9e-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=8405 Fakulteta za uporabne družbene študije 0 0 0