Odziv učencev petega razreda na drugačnost v literaturi : magistrsko delo

Krejan, Meta (author), Petek, Tomaž (mentor)

Učenci drugega vzgojno-izobraževalnega obdobja so še vedno otroci, ki imajo svoj način dojemanja stvarnosti, okolice in tudi medosebnih odnosov. Medotroški odnosi so odsev dogajanj v svetu, ki jih trenutno obdajajo, pa tudi posledica medčloveških odnosov, ki so jim priča v družini in družbi. Nekateri avtorji pišejo o izgubljanju pomena empatije in skrbnosti do sočloveka, zato je spodbujanje navedenega primerno tudi v okviru izobraževalnega programa. Ob pregledu učnih načrtov za drugo triletje osnovnošolskega izobraževalnega programa ugotavljamo, da v tem obdobju pogovor o drugačnosti ni izrecno predviden kot del kurikuluma. To pomeni, da se učitelji navadno s svojimi učenci načrtno ne pogovarjajo o dojemanju in sprejemanju drugačnosti. Nekateri avtorji poudarjajo, da je prisotnost drugačnosti (na primer otroci s posebnimi potrebami) v književnih delih za otroke in mladostnike priložnost, da otroci posamezne oblike drugačnosti dojemajo kot običajen del svojega življenja. Avtorji tudi navajajo, da lahko branje ustrezne literature predstavlja dodaten vir za poglabljanje socialnega razumevanja in služi kot spodbuda učencev za bolj vključujoče vedenje. Zaradi vsega pojasnjenega smo se odločili za izvedbo raziskave, katere cilj je bil ugotoviti, kako učenci 5. razreda OŠ dojemajo drugačnost in kakšna stališča imajo ti do problemskih tem. Natančneje smo analizirali odziv učencev petega razreda na drugačnost v literaturi. Raziskava, v katero sta bila vključena dva 5. razreda OŠ, ki sta predstavljala eksperimentalno skupino, in dva 5. razreda OŠ, ki sta predstavljala kontrolno skupino, sta skušala potrditi nujnost učiteljevega delovanja na vedenjski vzorec oziroma spreminjanje vedenjskega vzorca učencev prek empatije. Povprečna starost otrok je bila 10,5 leta. Rezultati lestvice stališč so pokazali, kako se med branjem različnih besedil spreminja odnos učencev do drugačnih. Pokazalo se je, da je začetno nagnjenje k odklonilnemu vedenju do neznanega in drugačnega na koncu branja literature pri določenih trditvah prešlo v razumevanje, empatijo in v čustveno sprejemanje drugačnosti. Iz tega sledi pozitivna naravnanost učencev, povečanje empatije. Na podlagi izsledkov raziskave in analize strokovne literature smo izdelali smernice za učitelje razrednega pouka, v katerih smo predstavili obravnavana literarna dela, ki zajemajo različne tematske sklope drugačnosti.

• Language: Slovenian
• Keywords: drugačnost, odziv, sprejemanje, empatija, otroška in mladinska književnost
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• Number of pages: V, 89 str.
• PID: 20.500.12556/RUL-142680
• UDC: 82-93(043.2)
• COBISS.SI-ID: 130214403
• Publication date in RUL: 19.11.2022

Secondary language

• Language: English
• Title: Grade Five Pupils' Reaction to Otherness in Literature

Abstract

Students in the second educational cycle are still children with their way of perceiving reality, the surroundings, and interpersonal relationships. Relationships between children reflect the world around them and the interpersonal relationships they witness in the family and society. Some scholars have written about a decrease in the importance of empathy and care for fellow humans. It is, therefore, worthwhile to promote both in the school curriculum. If we examine the second educational cycle curricula of primary school, we find that discussions of diversity are not explicitly included. Consequently, teachers do not typically discuss the perception and acceptance of diversity systematically. Some authors have pointed out that the inclusion of diversity (e.g., children with disabilities) in children's and young adult fiction allows them to see diversity as a regular part of life. In addition, reading the proper literature can increase social understanding and incentivise students to behave more inclusively. In light of the above, we decided to study how Year 5 primary school students perceived diversity and their attitudes towards problem topics. More specifically, we analysed their responses to diversity in fiction. The study included two Year 5 students who comprised the experimental group and two Year 5 students who comprised the control group. It sought to affirm the need for teacher influence on students' behavioural patterns and to change students' behavioural patterns through empathy. The average age of the children was 10.5 years. The attitude scales showed that the students' attitudes towards others changed after reading specific texts. After reading, their initial tendency to reject diversity and the unfamiliar changed into understanding, empathy, and emotional acceptance of diversity. Reading resulted in positive attitudes on the part of the students and increased empathy. Based on the study results and a review of the available literature, we developed class teacher guidelines, which include a presentation of fictional works that cover different themes related to diversity.

• Keywords: diversity, response, acceptance, empathy, children's and young adult fiction