Možnosti otrok za tvegano igro v Sloveniji

Hočevar, Neža (author), Berčnik, Sanja (mentor)

V teoretičnem delu smo opredelili tvegano igro otrok – to so dejavnosti, ki otrokom omogočajo možnosti raziskovanja tveganja – preizkušanje meja njihovih sposobnosti, pri katerih so možne nezgode otrok. Otrok doživlja ob takih izzivih strah in vznemirjenje, hkrati pa ga ob uspešno premaganemu izzivu navdajajo razburljiva pozitivna čustva (Sandseter, 2007; Sandseter, 2011; Wilkinson, 2015). Veliko pozornosti smo namenili tudi pozitivnim učinkom tveganja na otrokov razvoj in predstavili ugotovitve že opravljenih raziskav z izbranega področja. Otroci namreč poleg tega, da v taki igri uživajo, obenem razvijajo telesne sposobnosti, gradijo samopodobo in samospoštovanje. Preko igre se učijo spopadanja z neuspehi in dosežki (Coster in Gleeves, 2008; Wilkinson, 2015). Z evolucijske perspektive je tveganje naravni del otrokovega razvoja in ima prilagoditveno funkcijo, ki otroka postopoma pripravlja na spopadanje s tveganji v odrasli dobi (Aldis, 1975; Kennair in Sandseter, 2011). Tvegani igri se pripisuje antifobičen učinek in zato predstavlja pomemben vidik otrokovega življenja (Kennair in Sandseter, 2011). V empiričnem delu smo za raziskovanje uporabili kvantitativno empirično neeksperimentalno metodo raziskovanja. S pomočjo ček liste smo najprej raziskali, kakšne možnosti za tvegano igro otrok omogočajo slovenska vrtčevska in osnovnošolska zunanja igrišča. Nato smo z anketnim vprašalnikom, ki je vseboval lestvico za merjenje tolerance, pri tvegani igri preverili stališče vrtčevskih in osnovnošolskih strokovnih delavcev do tveganih dejavnosti. Zanimalo nas je, kako njihova stališča spodbujajo/zavirajo možnosti otrok za tveganje na zunanjih igriščih. Iskali smo tudi dejavnike, ki vplivajo na ravnanje strokovnih delavcev ob aktivnostih tvegane igre. Dejavniki in njihova stališča na tem področju niso brezpredmetni, saj vplivajo na njihovo delo – na postavljanje pravil in nadzor igre na zunanjem igrišču. Koliko možnosti za tvegano igro imajo otroci na zunanjih igriščih, je tako vsaj delno v njihovih rokah.

• Language: Slovenian
• Keywords: tvegana igra
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-134180
• COBISS.SI-ID: 90833923
• Publication date in RUL: 29.12.2021

Secondary language

• Language: English
• Title: Opportunities for risky play in Slovenia

Abstract

The theoretical section defines children's risky play – i.e. activities that enable children to explore the risks, to test the limits of their abilities, during which accidents may occur. Children experience fear and excitement when tackling such challenges, while being filled with exciting positive emotions when successfully overcoming the challenge (Sandseter, 2007; Sandseter, 2011; Wilkinson, 2015). Much attention was devoted to the positive effects of risk-taking on the child's development, and to presenting the findings of existing research in this field. Besides enjoying such play, children also develop their motor skills, and build up their self-image and self-respect. Through play they learn how to deal with failure and achievements (Coster & Gleeves, 2008; Wilkinson, 2015). From the evolutionary perspective, risk is a natural part of a child's development and has an adaptive function, which gradually prepares the child for dealing with risks in adulthood (Aldis, 1975; Kennair & Sandseter, 2011). Risky play is believed to have an antiphobic effect, thus constituting a vital aspect of a child's life (Kennair & Sandseter, 2011). In the empirical section, research was conducted using a quantitative, empirical, non-experimental research method. By means of a checklist, I first researched the opportunities for children's risky play provided by Slovenian kindergarten and primary school outdoor playgrounds. Afterwards, a survey questionnaire, which contained an attitude scale for measuring tolerance of risky play, was used to determine the attitudes of kindergarten and primary school professional staff towards risky activities. The aim was to determine how their attitudes promote/hinder the children's opportunities to take risks on outdoor playgrounds. Another aim was to find the factors that influence the professional staff's conduct during risky play activities. The factors and attitudes are not irrelevant because they affect the staff's work – how they set the rules and monitor play on the outdoor playground. Thus, the staff at least partly control how many opportunities for risky play the children will have on outdoor playgrounds.

• Keywords: risky play