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Medijska vzgoja v vrtcu : magistrsko delo
Madronič, Petra (Author), Devjak, Tatjana (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/id/eprint/2594 This link opens in a new window

Abstract
Medijska vzgoja naj bi omogočala ljudem dostop do medijev, naučila bi jih analizirati, kritično ocenjevati in oblikovati različna sporočila množičnih medijev ter razviti spretnosti in znanja, nujno potrebna za participacijo v demokratičnem sistemu (Erjavec, 2009). Ko govorimo o vzgoji za medije, ne moremo govoriti samo o vzgoji kot takšni, temveč o konceptu, ki obsega najrazličnejše pomene in poimenovanja, kot so: izobraževanje za medijsko pismenost ali na kratko medijska pismenost, izobraževanje za medijsko ozaveščenost, vizualno opismenjenost in vzgojo za medije (Režek, 2005). Ob upoštevanju omenjenih konceptov vzgoje in slovenskega vzgojno-izobraževalnega, družbenega, medijskega sistema, koncept medijske vzgoje po Karmen Erjavec (2009) vsebuje cilj, katerega ključni namen je vzgojiti kompetentnega, avtonomnega in družbeno aktivnega državljana. Pomembno vlogo pri realizaciji tega cilja nosi vzgojitelj oz. učitelj. Kalin (2004) meni, da ob tem ostaja vloga vzgojitelja/učitelja nezamenljiva, zato je njegova usposobljenost za presojanje, ustrezno izbiro in kritičnost pri uporabi medijev bistvenega pomena. Avtorica (prav tam) poudarja, da je uporabo medijev v vzgojno-izobraževalnem procesu potrebno nujno načrtovati, upoštevati proces in značilnosti vsakega načrtovanja. V magistrskem delu se sprašujemo, ali gre v tem procesu resnično vedno za premišljeno, ciljno načrtovanje ali zgolj za spontane dejavnosti, ki so nemalokrat mašilo, izgovor za nenačrtovanje medijske vzgoje. Prvi del magistrskega dela namenimo teoretičnemu pregledu sodobnih slovenskih in tujih avtorjev o medijski vzgoji. Opredelimo koncept medijska vzgoja, opišemo razvoj medijev skozi zgodovino, medijsko pismenost, spoznavamo vrste medijev. Izpostavimo vlogo medijev v vzgojno-izobraževalnem procesu in izvajanje načrtovanih dejavnosti medijske vzgoje v vrtcu, ki so pomembne za razumevanje obravnavane tematike. Navedemo najpomembnejše cilje medijske vzgoje in s pomočjo Kurikula za vrtce (1999) analiziramo področja dejavnosti, v katerih najdemo cilje medijske vzgoje. Na tem gradimo empirični del, v katerem smo z raziskavo ugotovili dejansko stanje realizacije medijske vzgoje, mnenja o vključevanju medijske vzgoje v vzgojno-izobraževalno delo med vzgojiteljicami in vzgojitelji, zaposlenimi po vrtcih na Dolenjskem. V raziskavo smo zajeli neslučajnostni vzorec 100 vzgojiteljic in vzgojiteljev iz vrtcev na Dolenjskem. Analiza rezultatov anketnega vprašalnika je pokazala, da realizacija medijske vzgoje v vrtcih ni rezultat nenačrtovanih dejavnosti, kot smo trdili v splošni hipotezi. Rezultati raziskave so pokazali, da vzgojiteljice in vzgojitelji v vrtcih na Dolenjskem menijo, da je načrtovanje, vključevanje dejavnosti medijske vzgoje pomembno pri realizaciji medijske vzgoje v vrtcu. Ugotovili smo, da vzgojiteljice in vzgojitelji pogosto izvajajo načrtovane dejavnosti medijske vzgoje in te niso rezultat nenačrtovanih dejavnosti. Pri svojem delu še vedno pogosteje uporabljajo tradicionalne medije kot netradicionalne kar je povezano s srednje dobro zagotovljenimi pogoji (prostor izvedbe, dostopnost medijev v igralnici in opremljenost vrtca z IKT-sredstvi) za izvajanje medijske vzgoje. Ugotovili smo tudi, da vzgojiteljice in vzgojitelji pogosto izvajajo dejavnosti medijske vzgoje ne glede na starostno obdobje otrok, v kateremu so zaposleni. Izpostaviti velja, da smo potrdili hipotezo, ki pravi, da starejše vzgojiteljice menijo, da so manj medijsko pismene kot mlajše. Na našem proučevanem vzorcu smo ugotovili, da starost vpliva na samooceno zaupanja v lastno medijsko pismenost. Starejše vzgojiteljice in vzgojitelji se ocenjujejo kot manj medijsko pismeni od mlajših.

Language:Slovenian
Keywords:mediji, medijska pismenost, vzgojitelji
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2014
Publisher:[P. Madronič]
Number of pages:136 str.
UDC:373.2.016:316.774(043.2)
COBISS.SI-ID:10274889 Link is opened in a new window
Views:1082
Downloads:134
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Secondary language

Language:English
Title:Media education in kindergarten
Abstract:
Media education should enable people to have access to the media, to teach them to analyse, to critically evaluate and create different messages of the mass media and to develop the skills and knowledge necessary for participation in a democratic system (Erjavec, 2009). When we discuss media education, we can not discuss only education as such, but also the concept, which comprises a wide variety of meanings and terms such as: education for media literacy or media literacy in short, education for media awareness, visual literacy and education for the media (Režek, 2005). Taking into account the above mentioned concepts of education and the educational, social, media system in Slovenia, the key purpose of the concept of media literacy, according to Karmen Erjavec (2009), is to educate a competent, an autonomous and a socially active citizen. An important role in the realization of this goal has the educator/teacher Kalin (2004) who believes that the role of the teacher/educator is still irreplaceable, therefore his/her qualification for the critical judgment and the proper selection when using the media is of essential importance. The author points out that the use of the media in the educational process requires planning and that the process and the characteristics of the planning has to be considered. In the present thesis, we examine whether the process of planning is really always thoughtful and targeted or it is merely a spontaneous activity that is often a filler, an excuse for non-planning of media education. The first part of the thesis presents a theoretical overview of contemporary Slovenian and foreign authors on media education. Next, the concept of media education is defined, the historical development of the media is described, media literacy is defined, the types of media are presented. Furthermore, the role of the media in the educational process and the implementation of the planned activities of media education in the kindergarten ,which are important for the understanding of the topics covered, are highlighted. The most important goals of media education are provided and with the help of the Kindergarten Curriculum (1999) the fields of activity, where the goals of media education could be found, are analysed. That is the foundation upon which the the empirical part of the master's thesis is built. In this part, the actual state of the realization of media education among kindergarten teachers in the Dolenjska region was surveyed and finally established. A non-coincidental sample of 100 kindergarten teachers and educators in the Dolenjska region was included in the analysis. The analysis of the results of the questionnaire showed that the realization of media education in kindergartens is not the result of unplanned activities, as it was claimed in the general hypothesis. The results of the survey showed that the teachers and educators in kindergartens in the Dolenjska region believe that planning and integration of media education activities are important in the realization of media education in the kindergarten. We found out that teachers and educators often carry out planned activities of media education and thus media education and thus these are not a result of unplanned activities. The traditional media forms are still more frequently used than the non-traditional ones, which can be associated with mediocre conditions for implementation of media literacy (place of the implementation, accessibility of the media in the playroom and general ICT infrastructure in the kindergarten). We researched that teachers and educators often carry out media education activities, regardless of the children's age group they work with. We should highlight that we confirmed the hypothesis, which says that older teachers feel that they are less media-literate than their younger colleagues. In the examined sample, we found out that age affects the self-assessment of the confidence about one’s own media literacy. Older teachers and educators evaluate themselves as being less media literate than their younger colleagues.


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