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Title:Navezanost na namišljene prijatelje v predšolskem obdobju : diplomsko delo
Authors:ID Bašl, Tadeja (Author)
ID Cugmas, Zlatka (Mentor) More about this mentor... New window
Files:.pdf VS_Basl_Tadeja_2022.pdf (1,68 MB)
MD5: 89595054DE5D81024A93366674467A2A
 
Language:Slovenian
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V diplomskem delu je obravnavana navezanost otrok na namišljene prijatelje v predšolskem obdobju. Teorijo navezanosti je v psihoanalizo uvedel John Bowbly (1984) ter predstavlja osnovo odnosa med otrokom in njegovim primarnim skrbnikom (mamo). Bowbly poudarja, da je skrb mame v prvih letih otrokovega življenja izjemno pomembna. V diplomskem delu je poudarek na osnovni teoriji navezanosti, ki se jo povezuje s pojavom namišljenih prijateljev v predšolskem obdobju. Namišljeni prijatelji so značilni za skoraj vse tri ali štiri leta stare malčke. Njihov pojav kaže na to, da se otrokova domišljija v tem obdobju najbolj razvija. V otrokovem življenju imajo pomembno vlogo, po čustveni plati predstavljajo varen način preizkušanja, kdo bi radi bili, njihov pojav pa je lahko tudi izraz otrokove potrebe po zasebnosti. Namišljeni prijatelji so pravzaprav zmožni pravih čudežev (Brazelton, 1999). V preteklosti je bila večina raziskovalcev razmeroma skeptična do vloge namišljenega prijatelja in so celo izražali skrb, da so otroci, ki se igrajo z njimi, rizični za razvoj psihopatoloških simptomov (Marjanovič Umek in Zupančič, 2001). Danes pa številni strokovnjaki menijo, da namišljeni prijatelji pravzaprav nimajo negativnega vpliva na otrokov razvoj. Piaget (1962, v Marjanovič Umek in Zupančič, 2001) je med prvimi poudaril prilagoditveno funkcijo namišljenih prijateljev v otrokovi igri, njegove teze pa so kasneje podprle še številne empirične študije. Ker smo prav odrasli tisti, ki se odločimo, kako bomo namišljene prijatelje sprejeli in se nanje odzivali, je raziskava namenjena ugotavljanju odnosa strokovnih delavcev – vzgojiteljic predšolskih otrok do namišljenih prijateljev. Iz analize raziskave je razvidno, da je izbrani vzorec anketiranih vzgojiteljic namišljene prijatelje opazil zelo redko, o njih se prav tako ne pogovarjajo veliko, vendar smo bili kljub temu zelo pozitivno presenečeni in veseli, ko smo ugotovili, da nimajo negativnega mnenja ali odklonilnega odnosa do njih.
Keywords:predšolsko obdobje, navezanost, domišljija, simbolna igra, namišljeni prijatelji.
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[T. Bašl]
Year of publishing:2022
Number of pages:1 spletni vir (1 datoteka PDF (XIV, 84 str.))
PID:20.500.12556/DKUM-83330 New window
UDC:159.922.7(043.2)
COBISS.SI-ID:132917251 New window
Publication date in DKUM:08.12.2022
Views:540
Downloads:81
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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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:25.10.2022

Secondary language

Language:English
Title:Attachment to the imaginary companions in the preschool period
Abstract:The diploma thesis addresses the children’s attachment to imaginary friends in the preschool period. The attachment theory was introduced to psychoanalysis by John Bowbly (1984) and represents the basis of the relationship between the child and his/her primary caregiver (the mother). Bowbly stresses that during the first years of the child’s life the mother’s care is extremely important. The diploma thesis focuses on the basic attachment theory, which is linked to the phenomena of imaginary friends in the preschool period. Imaginary friends are common to almost all three- or four-year-old children. This phenomenon shows that during this period the child’s imagination develops the most. Imaginary friends have an important role in the child’s life and from the emotional aspect they represent a safe way for children to test out who they want to be. On the other hand, they can also indicate the child’s need for privacy. Imaginary friends are essentially capable of real miracles (Brazelton, 1999). In the past the majority of researchers were relatively sceptical about the role of the imaginary friend and were even expressing concerns that children who play with them are at risk of developing psychopathological symptoms (Marjanovič Umek and Zupančič, 2001). Today many experts believe that imaginary friends don’t influence the child’s development in a negative way. Piaget (1962, in Marjanovič Umek and Zupančič, 2001) was one of the first researchers to emphasize the adaptation function of imaginary friends in the child’s play, and his theses were later confirmed by many empirical studies. Since we as adults are the ones who decide how we will accept imaginary friends and react to them, the research focuses on determining the relationship of professionals – preschool teachers – towards imaginary friends. The analysis shows that the selected sample of preschool teachers who completed our survey very rarely noticed imaginary friends and that they don’t discuss them to a great extent, however, we were positively surprised and happy to find out that the teachers don’t have a negative opinion of them or an aversion to them.
Keywords:Keywords: preschool period, attachment, imagination, symbolic play, imaginary friends.


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