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Title:Vloga vzgojitelja pri izvajanju naravnih oblik gibanja v vrtcu
Authors:Šelih, Nina (Author)
Muhič, Miran (Mentor) More about this mentor... New window
Files:.pdf VS_Selih_Nina_2021.pdf (1,05 MB)
MD5: 8DAAEC79AD4F6FB174794A2B09EA6F1C
 
Language:Slovenian
Work type:Bachelor thesis/paper (mb11)
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V teoretičnem delu diplomskega dela z naslovom Vloga vzgojitelja pri izvajanju naravnih oblik gibanja v vrtcu je opisan gibalni razvoj otroka. Opisali smo faze in načela gibalnega razvoja. V nadaljevanju smo opisali naravne oblike gibanja, njihovo delitev ter predstavili različne primere le-teh. Opisali smo vlogo vzgojitelja ter predstavili dosedanje raziskave in ugotovitve. Namen diplomskega dela je bil ugotoviti, kakšno vlogo ima vzgojitelj pri izvajanju naravnih oblik gibanja v vrtcu, cilj diplomskega dela pa je bil, da s pomočjo anonimnega anketnega vprašalnika ugotovimo količino izvajanja naravnih oblik gibanja v vrtcu in kakšen pomen predstavlja vzgojiteljem izvajanje le-teh. Empirični del diplomskega dela temelji na uporabi kavzalno neeksperimentalne metode. Podatke smo zbrali s kvantitativno metodo – anonimni anketni vprašalnik. Anonimni anketni vprašalnik smo razdelili med zaposlene vzgojitelje v Vrtcih občine Žalec. Ugotovljeno je bilo, da vzgojitelji, ki so v vrtcu zaposleni dlje časa, v svojem Letnem delovnem načrtu ne načrtujejo več različnih naravnih oblik gibanja kot vzgojitelji, ki so v vrtcu zaposleni manj časa, ter vzgojitelji, ki so v svojem prostem času več aktivni, se med načrtovanimi in vodenimi oblikami gibalno-športnih dejavnosti ne poslužujejo več naravnih oblik gibanja kot vzgojitelji, ki so manj aktivni. Prav tako smo ugotovili, da pri načrtovanju teka v Letnem delovnem načrtu ni razlike glede na starostno skupino otrok, ki jo imajo vzgojitelji, ter da vzgojitelji, ki živijo na podeželju, naravnih oblik gibanja ne izvajajo večkrat kot vzgojitelji, ki živijo v mestu.
Keywords:predšolski otrok, gibalni razvoj otroka, naravne oblike gibanja, vloga vzgojitelja, gibalno-športne dejavnosti, količina izvajanja naravnih oblik gibanja
Year of publishing:2021
Publisher:[N. Šelih]
Source:Maribor
UDC:373.2:796(043.2)
COBISS_ID:67762691 New window
Views:153
Downloads:29
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-SA 4.0, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-nc-sa/4.0/
Description:A Creative Commons license that bans commercial use and requires the user to release any modified works under this license.
Licensing start date:05.03.2021

Secondary language

Language:English
Title:The role of the kindergarden teacher in conducting natural forms of movement in kindergarden
Abstract:The theoretical part of the thesis The role of the kindergarden teacher in conducting natural forms of movement in kindergarden describes the movement development of the child. We described the phases and principles of movement development. Below we described the natural forms of movement, their division and we presented various examples of them. We described the role of the teacher and we presented the research and findings to be presented so far. The purpose of the thesis was to determine the role of the teacher in the implementation of natural forms of movement in kindergarten, and the aim of the thesis was to determine the amount of implementation of natural forms of movement in kindergarten and the importance of the kindergarten teachers. The empirical part of the thesis is based on the use of a causal non-experimental method. Data was collected using a quantitative method – an anonymous questionnaire. The questionnaire was distributed among the teachers employed in kindergartens of the municipality of Žalec. It has been found that teachers who have been employed in kindergarten for a longer period do not plan more different natural forms of movement in their Annual Work Plan than kindergarten teachers who work less time. Teachers, who are more active in their spare time, do not use more natural forms of movement during planned and guided physical activities than less active teachers. We also found that in planning running activities in Annual Work Plan there is no difference according to the age group of children that the teachers have and, that teachers living in rural areas do not exercise natural forms of movement more often than teachers do living in the city.
Keywords:preschool child, natural forms of movement, role of a kindergarten teacher, physical activities, amount of implementation of natural forms of movement


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