20.500.12556/RUL-190044 Spodbujanje gibalnega in senzoričnega razvoja pri otroku s cerebralno paralizo magistrsko delo Promoting motor and sensory development in a child with cerebral palsy Otroci s cerebralno paralizo sodijo v skupino gibalno oviranih otrok, pri katerih trajna poškodba možganov vpliva predvsem na izvajanje gibanja, držo in koordinacijo. Poleg težav na gibalnem področju imajo pogosto težave tudi s senzorno integracijo, ki lahko pomembno vpliva na njihove gibalne spretnosti in vsakodnevno delovanje. Pri otrocih s cerebralno paralizo lahko redno izvajanje izbranih gibalnih aktivnosti in aktivnosti za spodbujanje senzorne integracije izboljša njihov gibalni razvoj in s tem prispeva k večji gibalni in funkcionalni neodvisnosti ter socialni vključenosti. V magistrskem delu smo oblikovali in izvedli program za spodbujanje gibalnega razvoja in razvoja senzorne integracije za triletnega dečka s cerebralno paralizo. Podatke o začetnem stanju gibalnega in senzoričnega delovanja smo zbrali z analizo že obstoječe dokumentacije, s pogovorom in z izmenjavo mnenj z dečkovo mamo in s strokovnimi delavkami v vrtcu, s spremljanjem in pedagoškim opazovanjem dečka pri skupinskem in individualnem delu, z neposrednim delom z dečkom, z Ocenjevalno lestvico disfunkcije senzorne integracije za določanje hiper- in hiposenzitivnosti ter s testom Baterija za oceno otrokovega gibanja – ABC gibanja 2. Ocenili smo tudi izvajanje izbranih vsakodnevnih spretnosti. Po zaključku programa smo ponovno ocenili dečkov gibalni razvoj, značilnosti senzorne integracije in izvajanje izbranih vsakodnevnih gibalnih spretnosti. Rezultati preizkusa Baterija za oceno otrokovega gibanja – ABC gibanja 2 so tudi po izvedbi programa pokazali na pomembne gibalne težave. Skupni rezultat se je namreč le minimalno izboljšal, pri čemer napredka na področju spretnosti rok in ravnotežja nismo zaznali, izboljšanje pa se je pokazalo na področju ciljanja in lovljenja. Opaziti je bilo mogoče tudi kvalitativne spremembe dečkovega gibanja, kot je pogostejša uporaba desne roke, potreboval je manj spodbud pri plezanju, izboljšal je prijem pisala ter bil bolj natančen pri izvedbi posameznih nalog. Rezultati ponovne ocene vsakodnevnih gibalnih spretnosti so pokazali, da je deček napredoval pri večini opazovanih spretnosti. Čeprav je glede na kriterije opazovanja dosegel enako število točk kot pred izvedbo programa, si je deček po programu zmogel obleči majico, delno zapeti zadrgo zgornjih oblačil, izboljšal spretnost in natančnost pri oblačenju spodnjih delov oblačil, pri izvajanju vsakodnevnih spretnosti je pogosteje vključeval desno roko ter postal uspešnejši pri obuvanju copat. Na področju senzorne integracije so težave po izvedbi programa ostale na taktilnem področju in področju okušanja, opazili pa smo večjo pripravljenost za vključevanje v dejavnosti z različnimi materiali ter večjo vztrajnost v dejavnostih. Raziskava predstavlja primer načrtovanja in izvajanja dela z otrokom s cerebralno paralizo ter ugotavljanja njegovih učinkov. Elementi oblikovanega programa so lahko strokovnim delavcem v vrtcih v pomoč pri načrtovanju in izvajanju dejavnosti za spodbujanje gibalnega in senzornega razvoja predšolskih otrok. Children with cerebral palsy are classified as children with physical disabilities, in whom a permanent brain injury primarily affects movement, posture, and coordination. In addition to motor difficulties, they often experience difficulties with sensory integration, which can significantly affect their motor skills and everyday functioning. In children with cerebral palsy, regular participation in selected motor activities and activities aimed at promoting sensory integration can improve motor development and thereby contribute to greater motor and functional independence and social inclusion. In this master's thesis, we designed and implemented a programme to promote motor development and sensory integration in a three-year-old boy with cerebral palsy. Data on his initial motor and sensory functioning were collected using several methods, including an analysis of existing documentation, interviews and consultations with the child's mother and kindergarten professionals, monitoring and pedagogical observation during group and individual activities, direct work with the child, the Sensory Integration Dysfunction Rating Scale for assessing hypersensitivity and hyposensitivity, and the Movement Assessment Battery for Children – Second Edition (MABC-2). The performance of selected everyday motor skills was also assessed. Following the completion of the programme, the child's motor development, sensory integration characteristics, and performance of selected everyday motor skills were reassessed. The results of the Movement Assessment Battery for Children – Second Edition (MABC-2) continued to indicate significant motor difficulties following the implementation of the programme. The overall score improved only minimally, with no improvement observed in the areas of manual dexterity and balance, while improvement was observed in aiming and catching. Qualitative changes in the child's movement were also observed, including more frequent use of the right hand, a reduced need for encouragement during climbing, an improved pencil grip, and greater accuracy in performing individual tasks. The results of the reassessment of everyday motor skills showed that the child had progressed in most of the observed skills. Although he achieved the same number of points according to the observation criteria as before the implementation of the programme, following the programme he was able to put on a T-shirt independently, partially fasten the zip of an upper garment, and demonstrated improved skill and accuracy when dressing his lower body. He also used his right hand more frequently when performing everyday skills and became more successful at putting on his slippers. In the area of sensory integration, difficulties remained in the tactile and taste domains following the implementation of the programme. However, greater willingness to engage in activities involving different materials and greater persistence during activities were observed. The study provides an example of planning and implementing intervention with a child with cerebral palsy and evaluating its effects. The elements of the programme developed may serve as a useful resource for kindergarten professionals when planning and implementing activities aimed at promoting motor and sensory development in preschool children. možganska paraliza cerebralna paraliza gibalni razvoj senzorna integracija program zgodnje otroštvo cerebral palsy motor development sensory integration programme early childhood true false false H. Čuk Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-10-21 08:30:12 2026-10-21 08:30:22 2026-10-23 08:05:45 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 162 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 616.831-009.11(043.2) 219523 302170883 56464.pdf 56464.pdf 1 9D666943648FCEAB05D730F970E8155B fd74fda8df39e1315d766f67e3a153cf5527c4af338382f987c7db1dd8f81a37 b2a39884-cd18-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=251033 Pedagoška fakulteta 0 0 0