Razvoj nejezikovnega sporazumevanja na drugi stopnji NTC-učenja

Glavač, Neja (author), Skubic, Darija (mentor)

Otroci se z igrami ogromno naučijo, če pa so te igre pravilno zasnovane, je to odlično za otrokov razvoj in za razvoj njihovih možganov. V obdobju otroštva se otroci oblikujejo v učence, se na ta način spoznavajo in oblikujejo vrednote. V svojem diplomskem delu sem preizkušala NTC- metodo učenja, katere avtor je dr. Ranko Rajović. Diplomsko delo z naslovom Razvoj nejezikovnega sporazumevanja na drugi stopnji NTC- učenja je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu je predstavljen razvoj otrokovega nejezikovnega sporazumevanja, kaj je nejezikovno sporazumevanje in kako se pri otroku kaže. Opisala sem, kako se razvijajo in kako delujejo otroški možgani ter kako NTC-sistem učenja vpliva na razvoj otrokovih možganov. Prav tako sem predstavila NTC- učenje in podrobneje opisala drugo stopnjo. V empiričnem delu sem opazovala skupino 24 otrok, starih od 4 do 5 let. V tej skupini sem NTC-dejavnosti izvajala vsakodnevno štiri tedne. Dejavnosti, ki sem jih izvajala, so bile dejavnosti, ki jih dr. Ranko Rajović predpisuje na drugi stopnji NTC-učenja. Z igro smo iskali asociacije na različne predmete ali barve, iz različnih sličic smo sestavljali nelogične kreacije, si izmišljali nelogične zgodbe in se s sličicami učili deklamirati pesmi. Ob vseh teh dejavnostih me je zanimalo, kako se bo razvijalo otrokovo nejezikovno sporazumevanje, ali se bo spremenilo, ali bodo otroci bolj odprti in bolj razmišljali, potem ko bodo njihovi možgani delali drugače, kot delajo običajno. Ko je nekaj nelogično, naši možgani vključijo dodatne kognitivne kapacitete za analizo, ali je to resnično ali ne. Te rezervne kapacitete pa predstavljajo naše potenciale. Otroke sem ob dejavnostih podrobno opazovala in njihove napredke spremljala s ček listo o nejezikovnem sporazumevanju. Ček listo sem za vsakega otroka izpolnila pred začetkom dejavnosti, po dveh tednih izvajanja in po koncu izvajanja ter tako dobila vpogled v njihov morebitni napredek.

• Language: Slovenian
• Keywords: nejezikovno sporazumevanje
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-124917
• COBISS.SI-ID: 44689923
• Publication date in RUL: 02.03.2021

Secondary language

• Language: English
• Title: Development of non-linguistic communication at the second stage of NTC-learning

Abstract

Children learn a lot through games if the games are designed properly. It's great for child's development and for their brain development. During childhood, children are formed into students, in this way they get to know each other and form values. In my diploma work, I tested the NTC-learning method, the author of which is dr. Ranko Rajović. The diploma thesis entitled Development of non-linguistic communication at the second stage of NTC-learning, consists of theoretical and empirical work. In the theoretical part I presented the development of the child's non-linguistic communication, what is non-linguistic communiction and how it manifests itself in the child. I described how a child's brain develops, how it works and how the NTC-learning system affects a child's brain. I also introduced NTC-learnin and in more detail described the second stage. For the empirical part, I took into observation a group of 24 children aged 4-5 years. In this group, I performed NTC activities daily for four weeks. The activities I carried out were the activities that dr. Ranko Rajović prescribes in the second stage of NTC-learning. Through child's games we looked for associations to different objects or colors, from different pictures we composed illogical creations, made up illogical stories and learned to recite songs through pictures. With all of these activities, I was interested in how a child's non-linguistic communication will develop, whether it will change, whether children will be more open and more thoughtful after their brains work differently than they normally do. When something is illogical, our brains include additional cognitive capacities for analysis - whether it is real or not. These reserve capacities represent our potencials. During the activities I observed the children in detail and monitored their progress with a checklist on non-linguistic communication. I filled out a checklist for each child before the start of the activity, after two weeks of implementation and after the end of the implementation, thus gaining insight into their potential progress.

• Keywords: non-linguistic communication