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Title:Spoznavanje čustev z vodenimi dejavnostmi v predšolskem obdobju
Authors:ID Brmež Palma, Patricija (Author)
ID Licardo, Marta (Mentor) More about this mentor... New window
Files:.pdf VS_Brmez_Palma_Patricija_2018.pdf (1,61 MB)
MD5: 2A513C26AC0E1A45F95AC108EEB7F0A8
PID: 20.500.12556/dkum/1d426aa4-47b5-406c-8a02-802b85302ee7
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V teoretičnem delu smo opredelili čustva kot proces, načine izražanja čustev, prepoznavanja čustev ter strategije za regulacijo in obvladovanje čustev. Pri opisu pomembnih strategij za regulacijo čustev smo izpostavili jezo, strah, žalost, ljubosumje in krivdo. Osvetlili smo pomen učenja o čustvih v predšolskem obdobju, saj to predstavlja temelj za zdravo in uspešno integracijo čustev v vsakdanjem življenju. Ugotovili smo, da je za otroke v vrtcu potrebno ustvariti primerno in spodbudno okolje, ki bo pomagalo pri izražanju čustev vsakega posameznika. V praktičnem delu naloge smo načrtovali, izvedli in evalvirali deset dnevni projekt na temo čustev, kjer so otroci skozi vodene dejavnosti spoznavali osnovna in kompleksna čustva. Pri izvedbi projekta smo spoznali, da so otroci tako doma, kakor v vrtcu premalokrat deležni seznanjanja s čustvi, zaradi česar čustva težje prepoznajo in jih posledično težje izražajo ter uravnavajo. Otroci so bili namreč v začetku projektnega dela zadržani, čustva pa so bistveno težje razlikovali in se o njih odkrito pogovarjali. Ob ugodni čustveni klimi in primerni motivaciji vzgojitelja so tekom projekta vedoželjno in brez težav usvajali znanja o čustvih. Evalvacija je pokazala, da se je po zaključku vodenih dejavnosti povečalo znanje otrok o čustvih, povečala se je tudi njihova zmožnost za besedno izražanje o tem kako se počutijo, otroci so po zaključku vodenih dejavnosti znali povedati zakaj čutijo določeno čustvo, kar pomeni, da so ga tudi brez težav prepoznali. Spoznali smo, da so otroci strategije o uravnavanju čustev dobro ponotranjili, vendar menimo, da bi bilo za še uspešnejše spoznavanje čustev potrebno pogovor in dejavnosti vpeljati v vsakotedenske učne priprave strokovnih delavcev.
Keywords:predšolska vzgoja, čustva, socialno emocionalno učenje, metode
Place of publishing:Maribor
Publisher:[P. Brmež Palma]
Year of publishing:2018
PID:20.500.12556/DKUM-71079 New window
UDC:373.2.015.3(043.2)
COBISS.SI-ID:24011784 New window
NUK URN:URN:SI:UM:DK:MKKGRRIJ
Publication date in DKUM:21.09.2018
Views:5826
Downloads:1755
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
BRMEŽ PALMA, Patricija, 2018, Spoznavanje čustev z vodenimi dejavnostmi v predšolskem obdobju [online]. Bachelor’s thesis. Maribor : P. Brmež Palma. [Accessed 28 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=71079
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:09.07.2018

Secondary language

Language:English
Title:Learning about emotions during guided activities in preschool period
Abstract:In the theoretical part, we defined emotions as process, manner of expressing emotions, recognizing them, and the strategies for regulation as well as control of emotions. With describing the important strategies for regulating emotions, we set out anger, fear, sadness, jealousy, and guilt. We highlighted the importance of learning about emotions in the preschool age, since this is the basis for a healthy and successful integration of emotions in everyday life. We established that for children in kindergarten it is very important to create an appropriate and stimulating environment that will help to express the emotions of each individual. In the practical part of the diploma thesis, we designed, implemented and evaluated a ten-day project on the subject of emotions, where children learned about basic and complex emotions through guided activities. When implementing the project, we established that both at home and in kindergarten, children do not get familiar enough with emotions, which makes them difficult to recognize and consequently harder to express and regulate. At the beginning of the project work, the children were namely reserved. They had considerably more difficulties in distinguishing emotions and openly discussing them. With a pleasant emotional climate and appropriate motivation of the teacher, they easily and eagerly assimilated knowledge about emotions during the project. The evaluation showed that after the completion of the guided activities, children’s knowledge about emotions increased as well as their ability to express their emotions with words. After the completion of the guided activities children could tell why they felt a certain emotion, which means that they easily recognized it. We realized that the children have integrated the strategies for regulating emotions successfully. However, we believe that it would be necessary to introduce the conversation and activities into weekly learning preparations of preschool teachers for even more effective understanding of emotions.
Keywords:Keywords: preschool education, emotions, social-emotional learning, methods  


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