Spodbujanje socialno-čustvenega razvoja otrok v vrtcu

Kokot, Anija (author), Batistič Zorec, Marcela (mentor)

Področje socialno-čustvenega razvoja se začne razvijati takoj po rojstvu in predstavlja eno pomembnejših področij v razvoju predšolskega otroka. Na socialno-čustveni razvoj je mogoče vplivati, zato je pomembno, kakšne spodbude in možnosti nudijo otroku strokovni delavci v vrtcih pri načrtovanih dejavnostih in v različnih spontanih situacijah, ki se dnevno pojavljajo v vrtcu. V vzgojnem procesu je pomembna tudi evalvacija načrtovanih in spontanih dejavnosti oz. situacij, ki predstavlja osnovo in smernice za nadaljnje delo na omenjenem področju. Ker v vrtcih zadnji čas opažamo storilnostno naravnanost in s tem povezano zapostavljanje področja socialno-čustvenega razvoja, smo v teoretičnem delu magistrskega dela predstavili to področje s poglavji, ki zajemajo definicije in razlage čustev, socialni razvoj, čustveno inteligentnost in vlogo vzgojiteljev oz. vrtca. V nadaljevanju preučujemo vlogo vzgojiteljev predšolskih otrok pri načrtovanih in spontanih dejavnostih ter evalvacijo teh dejavnosti na področju socialno-čustvenega razvoja predšolskih otrok. Za raziskovanje zastavljenega problema smo uporabili deskriptivno raziskovalno metodo ter znotraj te kvantitativni in kvalitativni pristop. Vzorec raziskave je zajemal vzgojiteljice zavoda Osnovna šola Polzela, Enote vrtec Polzela, podatki pa so bili pridobljeni s pomočjo anketnega vprašalnika, s pomočjo analize dokumentacije priprav, evalvacij vzgojiteljic in intervjujev z vzgojiteljicami. Obdelava kvantitativnih podatkov je potekala na nivoju deskriptivne statistike. Rezultati kažejo, da strokovni delavci v vrtcu menijo, da je socialno-čustveni razvoj otrok zelo pomemben, vendar pa smo ugotovili, da dejavnosti s tega področja večinoma načrtujejo le v začetku šolskega leta. Ugotovili smo tudi, da v vrtcu do spodbujanja razvoja socialno-čustvenega področja prihaja predvsem spontano, vendar strokovne delavke tega ne zapisujejo in ne evalvirajo. Na podlagi teh ugotovitev, povezanih s teoretičnimi spoznanji, je v zaključku oblikovano izhodišče za razmislek in oblikovanje smernic za izboljšavo dela strokovnih delavk pri načrtovanju in evalviranju dejavnosti socialno-čustvenega razvoja otrok v vrtcu.

• Language: Slovenian
• Keywords: redšolski otrok
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-84516
• COBISS.SI-ID: 11118409
• Publication date in RUL: 09.09.2016

Secondary language

• Language: English
• Title: Promoting social-emotional development of children at preschool

Abstract

The social and emotional development starts to develop right after the birth and is one of the most important areas in the development of preschool child. Therefore, it is vital what encouragements and possibilities the professional workers offer at preschool through the planned activities and various spontaneous situations daily taking place. The early childhood education includes the evaluation of planned activities and spontaneous situations, which presents a base and the guidelines for further work. Because a focus on productivity and results social and emotional development has often been neglected. The theoretical part of the thesis therefore presents social-emotional development, including definitions and explanations of feelings, social development, emotional intelligence and the role of a professional worker and preschool itself. Furthermore, the role of preschool teachers has been analysed from the viewpoint of planned and spontaneous activities and their evaluation in the area of social and emotional development of preschool children. To research the problem, the descriptive research method has been used with the qualitative and quantitative approach. The sample included professional workers (teachers and teacher’s assistants) from the Polzela preschool. The data was collected through a survey, documentation and evaluation analysis and interviews with preschool teachers. Quantitative data was analysed through the level of descriptive statistics. The results have shown that professional workers at the preschool strongly believe in the significance of social and emotional development. However, it has been revealed that they plan activities from the area mostly only at the beginning of the school year. It has also shown that promotion of social and emotional development largely occur spontaneously, but this has not been recorded or evaluated by childcare workers. Due to the findings, connected with theoretical framework, the conclusion offers the starting point for consideration and guidelines for improvements when planning and evaluating activities of social and emotional development of children in preschool.

• Keywords: preschool child