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Title:Implementacija obogatenega okolja za spodbujanje gibalno-kognitivnega razvoja v zgodnjem otroštvu : diplomsko delo visokošolskega strokovnega študijskega programa prve bolonjske stopnje Fizioterapija
Authors:ID Cvetko, Naomi (Author)
ID Šlosar, Luka (Mentor) More about this mentor... New window
ID Marušič, Uroš (Comentor)
Files:.pdf DIP_Cvetko_Naomi_2024.pdf (2,10 MB)
MD5: 6136A08BAD4933FBF5564B7D97F26609
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:UAMEU - Alma Mater Europaea University
Abstract:Uvod: Obogateno okolje pomeni povečanje raznolikosti oziroma količine senzoričnih dražljajev, namenjenih krepitvi kognitivnih funkcij in učenja; je spodbudno okolje, ki ponuja različne priložnosti za učenje, raziskovanje in sodelovanje. Del obogatenega okolja so tudi kognitivne funkcije – v tem diplomskem delu je fokus na izvršilnih (inhibicija, delovni spomin in kognitivna fleksibilnost) funkcijah. Takšno okolje ima pozitivne učinke na plastičnost možganov, živčno povezanost, kognitivne sposobnosti in optimalen razvoj otroka. Metode: Uporabljena je kvalitativna metoda – analiza oziroma sistematičen pregled strokovno-znanstvene literature. V teoretičnem delu je metoda opisovanja uporabljena za navajanje dejstev in podatkov izbrane teme. V empiričnem delu sta uporabljeni metodi opisovanja izbranih podatkov iz nabora strokovno-znanstvene literature in analize preučenih raziskav ter ugotovitev iz vprašalnika, ki je bil del projekta »No Brain No Gain«. Rezultati: Ugotovitve so pokazale, da ima obogatitev otrokovega okolja v zgodnjem otroštvu dolgoročne pozitivne učinke. Vključevanje gibalnih in kognitivnih spretnosti v ta okolja pripomore k optimalnemu razvoju otroka, poveča njegovo telesno pripravljenost in izboljša akademsko oz. učno uspešnost. Usposobljeno osebje, ki obogatena okolja oblikuje in prilagaja, še izboljša učinek. Takšen primer dobre prakse usposabljanja je bil projekt BRAIN. Zaključek: Razvoj zgodnje intervencije izvršilnih funkcij, ki bi jo bilo mogoče enostavno izvajati v vzgojno-izobraževalnih službah, je lahko koristen za izboljšanje pripravljenosti na šolo in zmanjševanje razlik v razvoju izvršilnih funkcij. Nujno je oblikovanje kakovostnih gibalnih aktivnosti, ki vključujejo obogateno okolje, lahko tudi s pomočjo tehnologije. Zato imajo fizioterapevti s poglobljenim znanjem o gibanju in gibalnih aktivnostih ključno vlogo pri spodbujanju teh, izboljšanju motoričnih veščin ter uspešni obravnavi otrok na področju razvoja gibalno-kognitivnih spretnosti v sodelovanju s starši in širšim okoljem.
Keywords:obogateno okolje, izvršilne funkcije, inhibicija, delovni spomin, kognitivna prožnost, predšolski otroci
Place of publishing:Koper
Place of performance:Koper
Publisher:N. Cvetko
Year of publishing:2024
Year of performance:2024
Number of pages:[6] f., 59 str., [1] f. pril.
PID:20.500.12556/ReVIS-11626 New window
COBISS.SI-ID:234113539 New window
UDC:159.955-053.4(043.2)
Publication date in ReVIS:24.04.2025
Views:64
Downloads:3
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Secondary language

Language:English
Abstract:Introduction: an enriched environment is an increase in the variety and/or quantity of sensory stimuli designed to enhance cognitive function and learning, it is a stimulating environment that offers a variety of opportunities for learning, exploration and collaboration. Cognitive functions are also part of an enriched environment, in this thesis we focus on executive functions (inhibition, working memory and cognitive flexibility). Such an environment has positive effects on brain plasticity, neural connectivity, cognitive abilities and optimal child development. Methods: In the theoretical part, we used the descriptive method to state the facts and data of the selected topic. In the empirical part, we used the methods of describing the selected data from the literature and analysing the data between the obtained surveys and the collected findings from the questionnaire data, which was part of the project "No Brain No Gain." Results: Incorporating motor and cognitive skills into these environments helps to optimise children's development, increases their fitness and improves their academic/learning performance. All of this can have an even greater impact if we have trained staff who can design and adapt enriched environments. We have implemented such an example of good training practice with the project Brain. Conclusion: Developing an early executive function intervention that can be easily implemented in educational services may be useful for improving school readiness and reducing the gap in executive function development. There is an urgent need to design quality physical activities that include an enriched environment, which can also be designed with the help of technology. Therefore, physiotherapists with in–depth knowledge of movement and movement activities can play a key role in promoting these, improving motor skills and successfully treating children in the development of motor–cognitive skills in collaboration with parents and the wider community.
Keywords:enriched environment, executive functions, inhibition, working memory, cognitive flexibility, preschool children


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