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Krepitev čustveno-socialne kompetence otrok v osnovni šoli skozi likovne dejavnosti : magistrsko delo
Ganić, Monika (Author), Rapuš-Pavel, Jana (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5403/ This link opens in a new window

Abstract
V skladu z naraščajočim zanimanjem za človekov čustveni razvoj in razmahom koncepta čustvene inteligence se tudi v šolskem prostoru pod drobnogled postavlja vzgojna funkcija šole in skrb za otrokov čustveni in socialni razvoj. Otroci razvijajo čustveno-socialno kompetenco že v predšolskem obdobju, zato je še toliko pomembneje, da se ta krepi že takrat, ob vstopu v šolo pa od prvega razreda naprej. Uporaba kreativnih medijev za krepitev čustveno-socialne kompetence je za mlajše otroke še posebej primerna, saj so jim le ti navadno še posebej privlačni, prav tako tovrstno učenje poteka izkustveno in preko igre. Likovne dejavnosti so še posebej primerne kot posredni medij komuniciranja pri delu z mlajšimi otroci, saj se njihov razvoj govornih sposobnosti in besedišča še razvija. Glavni namen magistrskega dela je bil raziskati, na kakšne načine je vključeno spodbujanje čustveno-socialne kompetence otrok v nižjih razredih osnovne šole in kakšen pomen pedagoški delavci šole pri tem pripisujejo kreativnim medijem in znotraj teh likovnim dejavnostim. V teoretičnem delu magistrske naloge najprej raziščem vlogo in naloge šole pri krepitvi celostnega razvoja otrok in nadaljujem s podrobno obravnavo pojma čustveno-socialna kompetenca. Nato sledi poglavje o razvojnem vidiku čustveno-socialne kompetence, na koncu je poglavje o kreativnih medijih, posebno poglavje pa je namenjeno likovnim dejavnostim kot orodju za krepitev čustveno-socialne kompetence otrok. Empirični del je zasnovan kvalitativno. Vzorec je namenski (neslučajnostni) in zajema osem zaposlenih iz štirih osnovnih šol − iz vsake šole eno učiteljico in eno svetovalno delavko. V drugem delu je bil izveden sklop petih srečanj z izbranim otrokom v okviru dela šolske svetovalne službe, kjer je prikazana uporaba likovnih dejavnosti za namene izražanja otrokovega življenjskega položaja. Rezultati raziskave kažejo, da sogovornice področje čustveno-socialne kompetence pri učencih zaznavajo kot pomembno. Učiteljice menijo, da se z omenjenim področjem ukvarjajo dovolj, svetovalne delavke pa menijo, da se s tem področjem ukvarjajo premalo, pri čemer kot glavne razloge navedejo pomanjkanje časa, preobsežne delovne naloge in preobremenjenost z drugimi področji dela. Kot najpogostejše metode dela oziroma aktivnosti za krepitev čustveno-socialne kompetence se tako učiteljice kot svetovalne delavke najpogosteje poslužujejo pogovora. Kljub prepoznavanju nekaterih prednosti uporabe kreativnih medijev in likovnih dejavnosti se jih sogovornice v večini ne poslužujejo. Učiteljice jih uporabljajo za namene učne ure, kjer je uporaba kreativnih medijev tudi sicer vnaprej načrtovana, svetovalne delavke pa jih pri svojem delu ne uporabljajo, ker jim bodisi niso blizu, bodisi se za njihovo uporabo ne počutijo dovolj kompetentne. Sodelovanje z otrokom v sklopu izvajanja likovnih delavnic se je izkazalo kot izjemno pozitivno, saj so prispevale k hitrejšemu vzpostavljanju zaupnega odnosa, služile kot orodje za neogrožujoč pogovor ter omogočile izražanje njegovega lastnega življenjskega položaja. Hkrati bi bilo delavnice, glede na učinke, ki so jih imele na otroka in njegovo lastno zanimanje, smiselno nadaljevati. Ugotovitve raziskave med drugim kažejo, da bi bilo smiselno uvesti usposabljanja, kjer bi bili kreativni mediji ter možnosti uporabe le teh podrobneje predstavljeni pedagoškim delavcem v šoli, hkrati pa bi bilo pedagoškim delavcem dobro omogočiti tudi prostor za kreativno izražanje in raziskovanje lastnih interesov. Tovrstno usposabljanje bi lahko doprineslo k temu, da bi strokovni delavci kreativne medije bolje spoznali in jih tudi bolj pogosto in vešče aplicirali v svoje delo z učenci.

Language:Slovenian
Keywords:šolski prostor, svetovalno delo, čustveni in socialni razvoj, čustveno-socialna kompetenca, likovne dejavnosti
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2018
Publisher:[M. Ganić]
Number of pages:115 str.
UDC:37.015(043.2)
COBISS.SI-ID:12155977 This link opens in a new window
Views:459
Downloads:159
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Secondary language

Language:English
Title:Enhancing social-emotional competency of the primary school children through visual arts
Abstract:
As society becomes more and more interested in human emotional development, and as concept of emotional intelligence gains more and more popularity, there is also a rising question of educational part within the school context and care for children social-emotional development. Children already start to develop their social-emotional competency in kindergarten and this is why it is important to start enhancing it then and continue to do so with a start of schooling. Use of creative media for enhancing social-emotional competency is especially suitable for young children, because they most often find them attractive and learn through experience and play at the same time. Working with young children, art activities are especially suitable as an indirect media of communication regarding the fact that they are undergoing the process of speech and vocabulary development. The main purpose of the thesis was to research in what ways is enhancing social-emotional competency of children in earlier grades included in school and what importance regarding this does the educational staff attribute to creative media and visual arts. The theoretical part of the thesis explores the role and assignments of the school at enhancing overall development of children and continues with detailed discussion of the term social-emotional competency. Furthermore, the thesis explores the developmental aspect of social-emotional competency and concludes with the topic of creative media and detailed presentation of visual arts as a tool for enhancing social-emotional competency of school children. The empirical part of the thesis is based on a qualitative study. It includes purposeful sampling with eight participants from four primary schools- from each school one teacher and one school counselor. In the second part of empirical section, there were five workshops executed with one student within the school counseling services, using visual arts with the purpose of expressing his life situation. Findings of the study show that participants perceive area of social-emotional competency as important. Teachers say they deal with social-emotional competency of children sufficiently. However, school counselors say that they do not deal with this area enough, mainly because they do not have enough time, they either have too much work or are too busy with other work assignments. All participants use conversation as a main method of work or as a main activity for enhancing social-emotional competency. Despite recognizing some advantages of using creative media and visual arts participants mainly do not use them. Teachers use them exclusively for the purpose of school lesson where the use of creative media is planned in advance, but school counselors on the other hand do not use them at all, mainly because they do not feel competent enough for its application or simply because they do not have affinity towards them. Working with a child individually within art workshops resulted in a very positive experience and it contributed to a faster establishment of working relationship. It also served as a tool for non-threatening conversation and enabled him to express his life situation. Taking into consideration the effects of the workshops on a child, it would make sense to execute them continuously. Findings of the study also show it would make sense to introduce trainings, where creative media and possibility of its use would be presented to educational staff in a more detailed way, and enable the space to express themselves creatively and explore their own interests further at the same time. Such trainings would result in educational staff gaining the better knowledge of creative media, use them more frequently and apply them more skillfully into their work with students.

Keywords:guidance service, school, svetovalna služba, šola

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