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Title:Dejavniki pedagoškega pristopa vzgojiteljev in učiteljev v odnosu do otrok s selektivnim mutizmom : magistrsko delo
Authors:ID Vagner, Manica (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Vagner_Manica_2024.pdf (1,15 MB)
MD5: 92ABD3F6D60C2F172B5B069FF024A97D
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Selektivni mutizem (SM) predstavlja za otroka veliko oviro pri učenju, izkazovanju znanja ter vzpostavljanju stikov. Zaradi pomanjkanja znanja in informiranosti pedagoških delavcev o motnji lahko ostane neprepoznan, to pa privede do tega, da otrok v vzgojno-izobraževalnem kontekstu več let ne govori in ne razvije ustreznih socialnih veščin. Namen magistrskega dela je bil ugotoviti, kakšna je splošna ozaveščenost vzgojiteljev in učiteljev prvega izobraževalnega obdobja o SM, in preveriti, kako njihovo poznavanje motnje napoveduje nadaljnjo uporabo ustreznih strategij za pomoč otrokom s tovrstno motnjo. Hkrati nas je še zanimala povezava med različnimi dejavniki pedagoškega pristopa in uporabo ustreznih strategij. V raziskavi je sodelovalo 426 pedagoških delavcev, od tega 183 vzgojiteljev v vrtcu in 243 učiteljev prvega izobraževalnega obdobja. Udeleženci so poleg demografskih vprašanj in vprašanj, vezanih na SM, izpolnili Prilagojeno lestvico učiteljevega odnosa do inkluzije (TAISA), Vprašalnik delovne zavzetosti – kratka oblika (UWES) ter Vprašalnik uporabe ustreznih strategij za delo z otroki s SM. Rezultate smo analizirali z bivariatno linearno regresijo, t-testi za neodvisne vzorce in Pearsonovimi korelacijskimi koeficienti. Ugotovili smo, da je SM bolj poznan med vzgojitelji, vendar razlika z učitelji ni bila statistično značilna. Prav tako smo zaključili, da se poznavanje motnje ni izkazalo kot statistično pomembno za napovedovanje uporabe ustreznih strategij. Med miti in prepričanji ter uporabo ustreznih strategij smo ugotovili negativno povezanost, ki je bila statistično pomembna samo na vzorcu učiteljev. V diskusiji smo se osredotočili na razloge za tovrstne zaključke in hkrati v njej navedli glavne pomanjkljivosti, ideje za prihodnje raziskave in uporabno vrednost naše raziskave.
Keywords:selektivni mutizem, vzgojitelji in učitelji, inkluzivna naravnanost, miti in prepričanja, delovna zavzetost
Place of publishing:Maribor
Place of performance:Maribor
Publisher:M. Vagner
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (XI, 63 str.))
PID:20.500.12556/DKUM-89763 New window
UDC:376:616.28-008.15(043.2)
COBISS.SI-ID:207298563 New window
Publication date in DKUM:12.09.2024
Views:12
Downloads:41
Metadata:XML DC-XML DC-RDF
Categories:FF
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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:10.08.2024

Secondary language

Language:English
Title:Factors of the Pedagogical Approach of Early Childhood Educators and Teachers in Relation to Children with Selective Mutism
Abstract:Selective mutism (SM) presents a significant obstacle for a child’s ability to learn, demonstrate knowledge and establish connections. Due to a lack of knowledge and awareness among pedagogical workers about this disorder, it can go undetected, resulting in a situation where the child does not speak for several years in an educational context and does not develop adequate social skills. The objective of this master's thesis was to determine the general awareness of early childhood educators and teachers of the first educational cycle about SM, and to assess how their understanding of the disorder predicts the further use of appropriate strategies to help children with this disorder. Furthermore, we were also interested in the relation between various factors of the pedagogical approach and the use of appropriate strategies. The study involved 426 pedagogical workers, including 183 early childhood educators and 243 teachers of the first educational cycle. In addition to demographic and SM-related questions, participants completed the Teachers’ Attitudes Towards Inclusion Scale Adjusted (TAISA), the Utrecht Work Engagement Scale (UWES) and the Questionnaire on the Use of Appropriate Strategies for Working with Children with SM. The results were analysed using bivariate linear regression, independent samples t-tests, and Pearson’s correlation coefficients. We found that early childhood educators were more familiar with SM than teachers, but the difference was not statistically significant. In addition we concluded that knowledge of the disorder did not prove to be statistically significant in predicting the use of appropriate strategies. We identified a negative correlation between myths and beliefs and the use of appropriate strategies, which was statistically significant only in the sample of teachers. In the discussion we focused on the reasons for these conclusions and outlined the main shortcomings, ideas for future research, and the utility value of our research.
Keywords:selective mutism, early childhood educators and teachers, inclusive attitude, myths and beliefs, work engagement


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