Sociopragmatične spretnosti slišečih ter gluhih in naglušnih predšolskih otrok, vključenih v vrtec : diplomsko delo

Vidmar, Barbara (avtor), Skubic, Darija (mentor), Kogovšek, Damjana (komentor)

Zaradi vse večjega vključevanja otrok s posebnimi potrebami v programe predšolske vzgoje se vzgojitelji in vzgojiteljice pri svojem delu pogosteje srečujejo tudi z gluhimi in naglušnimi otroki. Prav tako kot otrokom brez posebnih potreb morajo tudi njim zagotoviti optimalne pogoje za njihov razvoj. Diplomsko delo z naslovom Sociopragmatične spretnosti slišečih ter gluhih in naglušnih predšolskih otrok, vključenih v vrtec je zato usmerjeno k iskanju morebitnih razlik v sociopragmatičnih spretnostih med slišečimi ter gluhimi in naglušnimi predšolskimi otroki. Sestavljeno je iz teoretičnega in empiričnega dela. V teoretičnem delu so predstavljeni pojmi komunikacija, pragmatika, sociopragmatične spretnosti in opisan pojav gluhote in naglušnosti. Navedenih je tudi nekaj načinov prilagoditev za gluhe in naglušne otroke v vrtcu. V empiričnem delu je predstavljena raziskava sociopragmatičnih spretnosti med gluhimi in naglušnimi ter slišečimi predšolskimi otroki, ki so vključeni v vrtce. Raziskava je potekala tako, da so starši in vzgojitelji gluhih in naglušnih otrok ter njihovih slišečih vrstnikov odgovarjali na anketni vprašalnik, ki je vseboval ocenjevalno lestvico sociopragmatičnih spretnosti. Sociopragmatične spretnosti v ocenjevalni lestvici so bile razdeljene na dve podskupini: spretnost asertivnosti in spretnost responzivnosti. Ugotovila sem, da obstajajo razlike v sociopragmatičnih spretnostih med gluhimi in naglušnimi ter slišečimi otroki. Slišeči otroci so imeli namreč višje ocene sociopragmatičnih spretnosti kot njihovi gluhi in naglušni vrstniki. Vendar so statistično pomembne le razlike v razvoju spretnosti responzivnosti. Pri slišečih otrocih sta prisotni tako spretnost asertivnosti kot spretnost responzivnosti, le da je responzivnost že dobro razvita, medtem ko je asertivnost slabo razvita oz. porajajoča se. Pri večini gluhih in naglušnih otrok je responzivnost porajajoča se ali dobro razvita, asertivnost pa porajajoča se. Ker starši spremljajo otroka v drugačnem okolju kot vzgojitelji/ce, so se pri ocenjevalnih lestvicah, ki so jih izpolnjevali starši, pokazale nekoliko višje ocene tako spretnosti asertivnosti kot tudi spretnosti responzivnosti, vendar so statistično gledano nepomembne.

• Jezik: Slovenski jezik
• Ključne besede: pragmatika, vzgojiteljica
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [B. Vidmar]
• Leto izida: 2015
• Št. strani: 58 str., [6] str. pril.
• PID: 20.500.12556/RUL-70770
• UDK: 376.1:373.2:616.28-008.14(043.2)
• COBISS.SI-ID: 10549321
• Datum objave v RUL: 10.07.2015

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Social-pragmatic skills of deaf and hard of hearing preschool children (included in kindergarden)

Izvleček

Since more and more children with special needs are included in preschool programs, educators are more often in contact with deaf and partially deaf children. They have to provide optimal conditions for their development. The graduate thesis titled Sociopragmatic skills of hearing, deaf and partially deaf preschool children included in the kindergarten is focused on possible differences in sociopragmatic skills of the hearing and the deaf and partially deaf children. It consists of a theoretical and an empirical part. In the theoretical part, concepts as communication, pragmatics, sociopragmatic skills are presented and the phenomenon of hearing loss is described. Some ways of adjustment for deaf and partially deaf children in the kindergarten are stated. In the empirical part, a survey on sociopragmatic skills in deaf, partially deaf and hearing preschool children included in the kindergarten is presented. The survey was conducted through a questionnaire including the scale of sociopragmatic skills filled out by parents and educators of deaf, partially deaf and hearing children. The sociopragmatic skills in the scale are divided into two subgroups: the skill of assertiveness and the skill of responsiveness. I found that there were differences in sociopragmatic skills between hearing and deaf or partially deaf children. The hearing children had higher scores of their sociopragmatic skills than their deaf or partially deaf counterparts. However, only the differences in the development of the responsiveness skill were statistically important. In the hearing children, both the assertivness skill and responsiveness skill are present, whereas the responsiveness is well developed, and assertiveness is poorly developed or nascent. In most deaf and partially deaf children, the responsiveness is nascent or well developed, and assertiveness is nascent. Since parents see children in a different environment as educators, there were higher scores in scales filled out by parents than by educators, both for the responsiveness skill as for the assertiveness skill, however, they are statistically unimportant.