Program pomoči za spodbujanje razvoja samostojnosti hranjenja pri otroku s posebnimi potrebami v predšolskem obdobju

Starašinič, Manca (author), Žgur, Erna (mentor)

Statistični podatki zadnjih let kažejo, da narašča število otrok s posebnimi potrebami, ki so vključeni v program za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo. Vzporedno ob tem se pojavi potreba po ustrezni zgodnji specialno-pedagoški obravnavi in učinkovitih programih predšolskega izobraževanja, kjer je tudi omenjeni populaciji otrok omogočeno optimalno napredovanje. Težave pri otroku se lahko pojavijo na različnih področjih, tudi pri samostojnosti, saj le-to od njega zahteva primerno razvitost motorike, kognicije, senzorike in ustrezno interakcijo z okoljem. V magistrskem delu sem oblikovala individualiziran program gibalnih, finomotoričnih in igralnih aktivnosti, ob čemer sem želela ugotoviti, ali lahko z njim vplivam na razvoj samostojnosti pri hranjenju pri otroku s posebnimi potrebami v predšolskem obdobju. V študijo primera je bil vključen triletni deček, ki je opredeljen kot otrok z zmernimi govorno-jezikovnimi motnjami in je bil vključen v program za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo. Individualiziran program pomoči sem izvajala strnjeno 8 tednov, realiziranih je bilo 18 individualnih obravnav. Rezultati, ki sem jih pridobila z analizo ocenjevalnih lestvic, neposrednega opazovanja otroka in s pogovori s starši in z vzgojiteljico so pokazali, da s programom gibalnih, finomotoričnih in igralnih aktivnosti lahko spodbujamo razvoj samostojnosti otroka na področju hranjenja. Izkazalo se je, da je bila izmed uporabljenih aktivnosti za otroka in njegov napredek na področju samostojnega hranjenja najbolj učinkovita finomotorična aktivnost, s katero razvijamo vizualno-motorično koordinacijo (prenašanje predmetov z žlico). Otrok je novo pridobljene finomotorične spretnosti (npr. ustreznejši prijem žlice) uporabljal pri dejavnosti aktivnega hranjenja. Ugotovljeno je bilo, da otrok 4 mesece po izvedbi programa pomoči še vedno uporablja v individualiziranem programu pridobljene spretnosti (ustreznejši prijem žlice, bolj vodoravno držanje žlice), zaradi česar je bolj samostojen, več poje in se manj umaže. Kot rezultat magistrskega dela so izdelane praktične smernice za delo z otrokom z govorno-jezikovnimi motnjami in primanjkljaji na gibalnem področju v predšolskem obdobju. Smernice so rezultat individualnih obravnav in so lahko v pomoč strokovnim delavcem na področju učenja samostojnosti pri hranjenju.

• Language: Slovenian
• Keywords: predšolsko obdobje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-111319
• COBISS.SI-ID: 12610377
• Publication date in RUL: 30.09.2019

Secondary language

• Language: English
• Title: Assistance programme for fostering independent feeding of a special needs child in the pre-school period

Abstract

According to the statistical data from previous years, the number of children with special needs included in the programme of early childhood education with tailored implementation and special support is growing. In parallel, the need for adequate early special pedagogical treatment and efficient early childhood education programmes that enable optimal progress for the mentioned population of children has occurred. The children’s difficulties can occur in different areas, also at being independent. This demands appropriately developed motor skills, cognition, sensor system and suitable interaction with the environment. In my thesis I have developed an individualized programme with movement, fine motor and playing activities. I wanted to find out whether it can influence the development of independent eating at a child with special needs in the early childhood period. A three-year-old boy with moderate speech and language disorder was included in the case study. He was integrated in the programme of early childhood education with tailored implementation and special support. The programme was carried out in eight weeks with 18 individualized treatments. The results gained with the rating scales analysis, direct observation of the child and with talking to the parents and the teacher showed that we can stimulate the development of independence at eating with the programme of movement, fine motor and playing activities. The most efficient activity for the child and his progress was the fine motor activity with which we stimulate the visual motor coordination (carrying objects with a spoon). The child used the newly developed fine motor skills (e.g. more suitable use of a spoon) at the active eating activity. It was found out that after four months after completing the programme the child still uses the skills developed in the individualised programme (more suitable use of a spoon, more horizontal holding of a spoon). He is more independent, eats more food and gets less dirty. As a result of the thesis the practical guidelines for working with children with speech and language disorder and motor skills impairment in the early childhood period have been developed. The guidelines are the result of the individual treatments and can help the special workers at teaching the independent eating.

• Keywords: early childhood period