20.500.12556/RUL-153432 Učinki nenasilne komunikacije na socialno in čustveno učenje v osnovnih šolah diplomsko delo The effects of non-violent communication on social and emotional learning in primary schools Učenje v šoli poteka v določeni socialni situaciji, učenci pa pri tem doživljajo izkušnjo občutkov. Njihova izkušnja je pomembna za razvoj akademskega znanja ter socialnih in čustvenih veščin. V diplomski nalogi sem raziskal tematiko socialnega in čustvenega učenja, podrobneje pa učinke nenasilne komunikacije na samo socialno in čustveno učenje učencev. V teoretičnem delu sem se osredotočil na obrazložitev temeljnih pojmov in preko treh teoretičnih pristopov predstavil učiteljevo poslanstvo, njegove kompetence in odnos do učencev. V empiričnem delu sem analiziral intervjuje, opravljene z učitelji idr. šolskimi strokovnimi delavci, ki nenasilno komunikacijo uporabljajo pri svojem delu z učenci. V kontekstu rabe nenasilne komunikacije udeležencev raziskave me je zanimal pomen kakovostnega odnosa, vpliv na njihov odnos z učenci, situacije in pogostost, prednosti in slabosti ter dodatne možnosti za rabo v šolskem prostoru. Temeljne ugotovitve raziskave so pokazale, da nenasilna komunikacija pri socialnem in čustvenem učenju krepi empatičen odnos, je pa njen učinek odvisen tudi od individualne izkušnje vsakega posameznika. When we talk about “learning” at school, we must keep in mind it takes place in a social situation, and that during the process, students experience a wide range of feelings. Their experience is important for the development of their academic knowledge as well as their social and emotional skills. In my thesis, I explored the topic of social and emotional learning and, more specifically, the effects of non-violent communication on students' social and emotional learning. In the theoretical part, I focused on explaining the basic concepts and presenting the teacher's mission, their competences and their attitude towards students through the scope of three theoretical approaches. In the empirical part, I analysed interviews with teachers and other school professionals who use non-violent communication in their work with pupils. In the context of the research participants' use of non-violent communication, I was interested in the meaning of quality rapport, the impact thereof on their relationship with students, the situations and frequency, the advantages and disadvantages, and additional possibilities for use in the school space. The main findings of the research showed that non-violent communication in social and emotional learning enhances empathetic attitudes, but its impact also depends on the individual experience of each person socialno in čustveno učenje nenasilna komunikacija odnos učitelj-učenec social and emotional learning non-violent communication teacher-student relationship true true false D. Došenović Slovenski jezik Angleški jezik Diplomsko delo/naloga 2024-01-05 08:30:01 2024-01-05 08:30:05 2024-01-16 15:10:39 0000-00-00 00:00:00 2023 0 Ljubljana 0 Ljubljana 1 spletni vir (1 datoteka PDF (51 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 316.772.4:37.015.3:373.3(043.2) 161019 181218307 13622.pdf 13622.pdf 1 7EFCC51957924FD97D9634F1B8B62B13 a1d18827e3ba7340c63188b15ff359cd4e7768c6f7463145d665a311b71ce356 3e7e7696-ab9c-11ee-8df5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=179423 Fakulteta za družbene vede 0 0 0