Participacija otrok in mladih v Sloveniji : diplomsko delo

Hojan, Teja (avtor), Polak, Alenka (mentor)

Participacija je proces izražanja mnenj o zadevah, ki se nas tičejo. Preko participacije v družinskem, prijateljskem, šolskem, lokalnem in družbenem okolju se otroci in mladostniki razvijajo v aktivne državljane. Kljub temu, da ima participacija pozitivne učinke tako na posameznike, kot tudi na družbo, se pojavljajo ovire, ki jo onemogočajo. Empirični del temelji na raziskavi, v kateri je sodelovalo 293 otrok in 101 mladostnik. Zanimalo me je, koliko poznajo pravico do participacije in v kolikšni meri jo prakticirajo. Podatke sem pridobila z anketnim vprašalnikom. Rezultati potrjujejo dve od devetih hipotez in eno delno. Ugotovila sem, da otroci in mladostniki slabo poznajo otrokove pravice in da jih v povprečju otroci poznajo več kot mladostniki, pri čemer je pravica do participacije enako poznana obema skupinama. Za definiranje pravice do participacije obe skupini uporabljata enake definicije, najpogostejša je »pravica do mnenja«. V raziskavi nismo dokazali razlik med otroki in mladostniki pri razumevanju vedenj, ki opredeljujejo (ne)participacijo. Otroci in mladostniki najpogosteje participirajo v družinskem okolju, v lokalnem okolju pa so se razlike pokazale le pri opravljanju prostovoljnega dela v vlogi gasilca. V prijateljskem okolju otroci pogosteje kot mladostniki pričnejo samostojno reševati probleme, v drugih okoljih pa razlik med otroki in mladostniki v samostojnem pričetku reševanja problemov nismo dokazali. Otroci in mladostniki se najmanj pogosto vključujejo v reševanje problemov v šolskem okolju, kar lahko predstavlja zamujeno priložnost za učenje participacije.

• Jezik: Slovenski jezik
• Ključne besede: odrasli, stopnja participacije, aktivno državljanstvo
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [T. Hojan]
• Leto izida: 2014
• Št. strani: VI f., 59 str., III str. pril.
• PID: 20.500.12556/RUL-69173
• UDK: 316.65-053.5-053.6
• COBISS.SI-ID: 10242633
• Datum objave v RUL: 10.07.2015

Sekundarni jezik

• Jezik: Slovenski jezik
• Naslov: Participation of children and youth in Slovenia

Izvleček

In the theoretical part participation is defined as a process in which children and adolescents express their views on matters of their concern. It is the need and the right of children and adolescents. Through participation in the family, friends, school, local and social environment, children and adolescents develop into active citizens. In spite of the fact that participation has a positive effect on both children and adolescents, as well as on the society in which they live, there are barriers in individuals or in the society, which prevent them from active participation of children and youth in decision-making. Empirical part is based on a study, which included 293 children from eighteen different elementary schools in Slovenia and 101 adolescents from nine different secondary schools in Slovenia. I was interested in how do children and adolescents know the right to participation and the extent to which they practice it in everyday life. I acquired the data by questionnaire. Results confirm two of the nine hypotheses and one partially. Through analysis of the answers I have found that children and adolescents have a very poor knowledge of children's rights and that on average children know more than adolescents, and the right to participation is known to both groups the same. In defining the right to participation children and adolescents have the same definitions, the most common is the "right to expression of opinion". The study did not demonstrate differences among children and adolescents in understanding behaviours that define (not)participation. Among all the social environments children and adolescents most commonly participate within the family environment, in the local environment, however, the differences in participation is shown only in carrying out voluntary work as fireman. In environment with friends children more often begin to resolve some of the problems independently, and in other environments we have not demonstrated differences between children and adolescents in solving problems independently. Surprising, however, is the fact that children and adolescents are least frequently involved in solving the problems in the school environment.