Analiza gibalnih odzivov otrok na različno izvedbo gibalnih dejavnosti v vrtcu

Čebulj, Maruša (author), Gregorc, Jera (mentor)

Namen diplomskega dela je bil analizirati gibalne odzive otrok na različno izvedbo gibalnih dejavnosti v vrtcu. Vzgojitelji se morajo namreč pri svojem delu strokovno odločati glede izbire konceptov, pristopov in metod dela. Možnost lastne izbire pa jim omogoča odprt Kurikulum, ki je strokovna podlaga za delo v slovenskih javnih vrtcih. Različne raziskave nakazujejo na to, da se vzgojitelji danes zelo pogosto odločajo, da v predšolskem obdobju uporabljajo druge alternativne metode dela, ki so osnovane na procesno-razvojnem kurikulumu in ena izmed njih je tudi metoda igre, ki smo jo podrobneje raziskali. Koncept Igra-gibanje-razvoj (IGR) je oblikovala A. Cemič, ki je znotraj koncepta ponudila metodo igre. Po njenem mnenju pa je ta tudi najučinkovitejša in najustreznejša metoda v predšolskem obdobju. Nastope gibalnih dejavnosti smo izvedli v javnem vrtcu Medo Prevoje. Za vzorec smo vzeli skupino devetnajstih otrok, starih od 3 do 4 let. Med trikratnim obiskom smo izvedli tri gibalne dejavnosti, ki so se med seboj razlikovale v načinu vodenja. Prvi in drugi način vodenja gibalnih dejavnosti, smo izvajali po zahtevah metode igre. Prvič, ko smo izvedli gibalne dejavnosti smo prevzeli določen lik ter vodili igro. Drugič smo uporabili pismo, ki je otroke motiviralo za nadaljnje delo ter preko katerega je bil otrokom predstavljen problem igre. V njem je bilo napisano pravilo, ki so se ga držali med igro. Tretjič pa smo izvedli gibalne dejavnosti tako, da smo pravilo igre podali z metodo razlage, ki ni značilna metoda za koncept IGR. Gibalne dejavnosti smo snemali, saj smo želeli analizirati gibalne odzive otrok. Zanimalo nas je kako se vzgojitelj, kot mentalno razvitejši partner, lahko vključi v igro tako, da jo vodi ter na kaj mora biti pri tem pozoren. Gibalne odzive otrok smo analizirali s pomočjo videoposnetka gibalnih dejavnosti ter vsakega otroka posebej analizirali v vseh treh kazalcih. Zanimalo nas je pri katerem od načinov vodenja gibalnih dejavnosti otroci bolj ustvarjalno rešujejo gibalne izzive, zanimalo pa nas je tudi intenzivnost ter trajanje gibalnih dejavnosti. Z analizo načrtovanja in izvajanja gibalnih dejavnosti smo ugotovili, da je zelo pomembno na kakšen način se vzgojitelj vključi v igro ter kako jo vodi. Ugotovili smo, da pri dejavnostih, ki smo jih vodili preko metode igre otroci rešujejo gibalne izzive na bolj ustvarjalen način. Otroci pri tem načinu tudi ves čas ohranjajo motivacijo ter so ves čas visoko aktivni. Zabeležili smo tudi, da je bil delež teka po tej metodi večji od deleža hoje. Prav tako je glavni del ure gibalnih dejavnosti po metodi igre trajal dlje.

• Language: Slovenian
• Keywords: predšolski otroci
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2018
• PID: 20.500.12556/RUL-106060
• COBISS.SI-ID: 12287817
• Publication date in RUL: 27.03.2019

Secondary language

• Language: English
• Title: An analysis of motor responses to a variety of physical activities for children in kindergarten

Abstract

The aim of the diploma thesis was the analysis of children's motor responses to different performance of motor activities in a kindergarten. Kindergarten teachers need to make professional decisions about the choice of concepts, approaches and working methods. The possibility of their own choice provides an open curriculum, which is the professional foundation for work in Slovenian public kindergartens. Various researches imply that kindergarten teachers decide to choose other alternative working methods that are based on a process-oriented curriculum and one of them is a game method that we explored in detail. The concept of Game-movement-development (IGR) was designed by A. Cemič who offered the game method inside the concept. According to her opinion, this method is the most effective and appropriate in the preschool period. The performances of motor activities were carried out in the public kindergarten Medo Prevoje. As a sample we took a group of nineteen children, aged 3 to 4 years. During a three-time visit we carried out three motor activities that differed in the way of leading. The first and the second way of leading of motor activities were performed according to the demands of the game method. The first time that we carried out a motor activity we took over a certain character and we led the game. The second time we used a letter that motivated children for further work and that was used for presenting the problem of the game to the children. In the letter it was written the rule that children needed to follow during the game. The third time we carried out motor activities by explaining the rules of the game with the method of explanation, which is not a method of the concept IGR. We recorded motor activities because we wanted to analyse children’s motor responses. We were interested in how a kindergarten teacher, as a mentally more developed partner, can join the game in a way that he or she leads the game and what are the things that the teacher has to pay attention to. We analysed children’s motor responses by using recordings of motor responses and we analysed each child in all three indicators. We wanted to determine at which type of leading of motor activities children show more creativity when solving motor challenges. We were interested also in the intensity and duration of motor activities. The analysis of planning and performance of motor activities show that it is very important how the teachers involve themselves in the game and how they lead it. We found out that the activities that were carried out with the game method, enabled children to solve motor challenges in a more creative way. With this method children stay motivated and highly active throughout the activity. Furthermore, the percentage of running was higher than the percentage of walking and, also, the main part of the lesson of motor activities lasted longer with this method.

• Keywords: preschool children