Ozaveščanje o posebnih potrebah s pomočjo mladinske literature v predšolskem obdobju

Lukič, Mateja (avtor), Saksida, Igor (mentor)

Magistrsko delo z naslovom Ozaveščanje o posebnih potrebah s pomočjo mladinske literature v predšolskem obdobju obravnava uporabo slikanic s tematiko posebnih potreb v predšolskem obdobju. Otroci s posebnimi potrebami se v inkluzivnem okolju vključujejo v redne programe predšolske vzgoje, v katerih pa so lahko slabše vključeni v odnose z vrstniki. Slednje lahko spremenimo, če otroke spodbujamo k sprejemanju drugačnosti in razvijamo empatijo. V veliko pomoč nam je lahko mladinska literatura na tematiko posebnih potreb, ki je lahko odlično orodje za pogovor o posebnih potrebah, pripomočkih, ki jih uporabljajo posamezniki s posebnimi potrebami, in težavah, s katerimi se lahko srečujejo. V teoretičnem delu magistrskega dela smo opredelili pojma inkluzija in mladinska književnost. Spoznali smo prvine slikanice in opisali skupine otrok s posebnimi potrebami. V empiričnem delu smo izvedli delavnice za predšolske otroke, v katere smo vključili pet del mladinske literature, ki se nanaša na posebne potrebe (Ojoj, Boris, C. Weston, T. Warnes; Luka je med nami, L. Ely, P. Dunbar; Izabela – pravljica o princeski, ki je jecljala, B. Akerman; Veveriček posebne sorte, S. Makarovič; Imam downov sindrom, H. Kraljič). Ob vsaki slikanici smo pripravili dejavnosti pred in po branju, s katerimi smo želeli poglobiti doživljanje prebranega. Pred in po izvedbi delavnic smo z otroki izpolnili prirejen vprašalnik Acceptance Scale for Kindergarten (ASK), prirejen po Acceptance Scale to Measure Attitudes of Kindergarten – Age Children, (Favazya in Odom, 1996), s katerim smo preverjali odnos otrok do oseb s posebnimi potrebami. Obenem smo beležili še uporabljeno besedišče otrok o posebnih potrebah. V raziskavi je sodelovalo 30 otrok v starosti od 4 do 6 let, rezultati vprašalnika pa niso pokazali statistično pomembne razlike med prvim in drugim izpolnjevanjem. Kljub temu so vzgojiteljice poročale o pozitivnih učinkih izvedbe delavnic. V sklopu magistrskega dela je nastal priročnik, namenjen vzgojiteljem in učiteljem, ki ajema vsebino petih uporabljenih slikanic in dejavnosti, ki jih lahko izvajajo ob branju knjig.

• Jezik: Slovenski jezik
• Ključne besede: Inkluzija
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2022
• PID: 20.500.12556/RUL-142133
• COBISS.SI-ID: 126426115
• Datum objave v RUL: 27.10.2022

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Raising awareness of special needs through youth literature in preschool

Izvleček

This Master's thesis, Raising Awareness of Special Needs through Youth Literature in Preschool explores the use of picture books with theme of special needs in preschool period. Children with special needs in inclusive environments are included in regular preschool programmes, but they can have trouble with social contacts with their peers. Encouraging peers to embrace differences and building empathy can be helpful. We can use children’s literature that addresses special needs as an excellent tool for discussion about special needs, aids, they use and problems, that they may have. The theoretical sections outline the concept of inclusion and children’s literature. We get to know the elements of picture books and the descriptions of special needs groups. In the empirical section we present the programme we performed for preschool children, that included reading of five picture books, related to special needs (Ojoj, Boris, C. Weston, T. Warnes; Luka je med nami, L. Ely, P. Dunbar; Izabela – pravljica o princeski, ki je jecljala, B. Akerman; Veveriček posebne sorte, S. Makarovič; Imam downov sindrom, H. Kraljič). For every picture book we designed pre and post reading activities, with which we wanted to deepen the reading experience. Before and after the programme children filled out the adaption of questionnaire Acceptance Scale for Kindergarten (ASK), adapted after Acceptance Scale to Measure Attitudes of Kindergarten – Age Children, (Favazya in Odom, 1996), with which we tested the attitude of children towards special needs. We also observe the use of vocabulary about special needs. The research included 30 children aged 4 to 6, but the results showed no statistical important difference between answers on first and second questionnaire. Nevertheless, preschool teachers reported positive changes in attitudes of peers towards special needs. As a part of Master's thesis we prepared a manual for preschool and primary school teachers, that presents all five picture books and activities, that can be performed before and after the reading.

• Ključne besede: Inclusion