Aplikacija teorije uma v izbranih pravljicah za predšolskega otroka z govorno-jezikovnimi motnjami : magistrsko delo

Bobnar, Eva (author), Blažić, Milena Mileva (mentor), Vrhovski Mohorič, Mojca (comentor)

Teorija uma pomeni razumevanje in predvidevanje posameznikovih čustev, namer, vzrokov, želja in prepričanj. Razvija se od rojstva naprej in zajema tri glavne ravni: zgodnja, osnovna in napredna. Na razvoj teorije uma vplivajo individualne razlike, udeleževanje v igri vlog, sorojenci, udeležba v pogovorih, ki so pojasnjevalni, dvojezičnost, govorni in jezikovni razvoj ter verbalni spomin. Upočasnjen razvoj teorije uma se pogosto pojavlja pri otrocih, ki imajo motnje na področju govora in jezika. Tako razvitost govora kot razvitost teorije uma pa bo vplivala na komunikacijske spretnosti posameznika ter vključevanje v socialne situacije. V empiričnem delu smo uporabili priročnik vedenjskih nalog teorije uma, s katerim smo raziskali raven teorije uma pri dveh dečkih starosti skoraj 6 let. Izkazalo se je, da ima deček brez govorno-jezikovnih motenj bolje razvite sposobnosti teorije uma kakor njegov vrstnik z govorno-jezikovnimi motnjami, kar je tudi skladno z raziskano literaturo. Oba sta imela ustrezno razvito zgodnjo raven, ki se načeloma razvije do 3,5 leta starosti. Razlike pa so se pokazale na osnovni in predvsem napredni ravni teorije uma. V nadaljevanju raziskave smo izvedli tritedensko intervencijo, ki naj bi dečkoma pomagala pri razvoju teorije uma. Vprašanja iz vedenjskih nalog teorije uma smo prilagodili za tri pravljice, in sicer Mojca Pokrajculja, O povodnem možu in Debela kosmata laž. Pravljice smo izbirali s pomočjo naslednjih kriterijev: primerna vsebina za predšolske otroke, ilustracije, motiv laži ali prevare, motiv spremembe lokacije, dolžina pravljice ter jezikovna zahtevnost pravljice. Najpomembnejši med njimi je bil motiv laži, prevare in nenadne spremembe lokacije, saj vsebujejo napačna prepričanja, ki so ključen del razvoja teorije uma. Po končani intervenciji s pravljicami smo ponovno izvedli vedenjske naloge teorije uma in pri obeh dečkih se je pokazal napredek pri sposobnostih teorije uma Naša raziskava je primer dobre prakse, kako v branje pravljice vključiti vprašanja, ki spodbujajo razvoj teorije uma.

• Language: Slovenian
• Keywords: teorija uma, govorno-jezikovne motnje, pravljice, zgodnje otroštvo, govorne motnje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: E. Bobnar
• Year: 2024
• Number of pages: 89 str.
• PID: 20.500.12556/RUL-156379
• UDC: 376.1-056.264(043.2)
• COBISS.SI-ID: 196727299
• Publication date in RUL: 23.05.2024

Secondary language

• Language: English
• Title: Application of Theory of Mind in Selected Fairy Tales for the Preschool Child with Speech and Language Disorders

Abstract

Theory of mind refers to the capacity to understand and predict individuals' emotions, intentions, causes, desires and beliefs. It develops from birth onwards and covers three main levels: early, basic and advanced. The development of theory of mind is influenced by individual differences, engagement in role-play, siblings, participation in explanatory conversations, bilingualism, speech and language development, and verbal memory. Delayed development of theory of mind often occurs in children with speech and language disorders. Both speech development and the development of theory of mind influence an individual's communication skills and involvement in social situations. In the empirical part, we utilised a manual of behavioural theory of mind tasks to explore the level of theory of mind abilities in two almost 6-year-old boys. It was found that the boy with no speech-language disorders had better-developed theory of mind abilities than his peer who had speech-language disorders, aligning with existing literature. Both had appropriately developed early-level skills, which typically develop by the age of 3.5. However, differences emerged at the basic and, especially, the advanced level of theory of mind. As a continuation of the research, we conducted a three-week intervention that would help further develop the two boys' theory of mind. We adapted the questions in the manual of behavioural tasks related to theory of mind for 3 fairy tales: Mojca Pokrajculja, O povodnem možu and Debela kosmata laž. The fairytales were selected using the following criteria: suitable content for preschool children, illustrations, the theme of lies or deception, mentioned change of location, length of the story and linguistic complexity. The most important criteria among them were the themes of lies, deception and sudden changes of location as they contain false beliefs, a crucial aspect of theory of mind development. After the fairytale intervention, we re-administered the theory of mind behavioural tasks and found progress in both boys' theory of mind abilities. Our research serves as an example of good practice of incorporating questions that promote theory of mind development into storytelling.

• Keywords: theory of mind, speech and language disorders, fairytales, early childhood