Title Spontane igre djece predškolske dobi Title (english) Spontaneous games of preschool children Author Mateja Babić Mentor Ivan Prskalo (mentor)Committee member Marija Lorger (predsjednik povjerenstva)Committee member Marko Badrić (član povjerenstva)Committee member Ivan Prskalo (član povjerenstva)Granter University of Zagreb Defense date and country 2022-09-30, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Igra je bit dječjeg odrastanja. Dijete kroz igru uživa, razvija se i zabavlja. Igra proizlazi iz unutrašnje djetetove potrebe, a u ovom radu prikazana je važnost dječje igre u tjelesnom, spoznajnom, emocionalnom i socijalnom razvojnom području. Kroz igru dijete uči i zadovoljava glavnu potrebu, a to je potreba za kretanjem. Opisane su vrste igara za djecu s obzirom na spoznajnu i socijalnu razinu. Spontanost dječje igre je uvijek slobodna i bez pravila, a početak simboličke igre smatra se oko druge godine života kada dijete na maštovit način transformira značenje nekog objekta koji postaje zamjena za realni objekt.
Spontane igre su prisutne u kineziološkim aktivnostima te su navedene osnovne vrste spontanih igara koje služe kao kineziološki sadržaj za djecu starije dobi. U ranom učenju jezika i govora, igra se pokazala kao dobra metoda za učenje jezičnog sadržaja. Kroz rad su prikazane poticajne igre u kojima djeca razvijaju sposobnosti slušanja, govorenja, čitanja i pisanja. Igra je prisutna u tjelesnom vježbanju i tjelesnim aktivnostima, a pokazalo se da motoričke aktivnosti pridonose učenju i školskom uspjehu. Dječja igrališta još su uvijek najpovoljnija mjesta za kretanje te se kroz igru motorički razvoj djece događa prirodno u obogaćenom i poticajnom okruženju, a u radu se mogu pronaći igre koje djeca mogu igrati na otvorenome.
U radu je prikazano anketno istraživanje kojim se željelo ispitati utjecaj odgojitelja na spontanost dječje igre. Nekada se inzistiralo na prevelikom utjecaju na dječju igru, a danas se više potiče dječja sloboda i spontanost i ne uplitanje od strane odgojitelja. Uloga odgojitelja u simboličkoj igri djece ovisi o konkretnoj situaciji, a kvaliteta igre o odnosu odgojitelj-dijete. U istraživanju je sudjelovalo 108 odgojitelja, a metodom odabira slaganja i ne slaganja s određenim tvrdnjama o dječjoj igri, odgojitelji su iznijeli svoja mišljenja. Anketno ispitivanje završava određivanjem vlastite uloge odgojitelja u spontanoj igri djece predškolske dobi.
Abstract (english) The game is a bit of a child's growing up. A child enjoys, develops and has fun through play. Play arises from the child's inner needs, and this paper shows the importance of children's games in the physical, cognitive, emotional and social development areas. Through play, the child learns and satisfies the main need, which is the need to move. The types of games for children are described with regard to the cognitive and social level. The spontaneity of children's play is always spontaneous, without rules and free, and the beginning of symbolic play is considered around the second year of life, when the child imaginatively transforms the meaning of an object that becomes a substitute for a real object.
Spontaneous games are present in kinesiology activities, and the basic types of spontaneous games that serve as kinesiology content for older children are listed. In early language and speech learning, play has proven to be a good method for learning language content. The work presents stimulating games in which children develop listening, speaking, reading and writing skills. The game is present in physical exercise and physical activities, and motor activities have been shown to contribute to learning and school success. Children's playgrounds are still the most favorable places for movement, and through play the motor development of children occurs naturally in an enriched and stimulating environment, and in the work you can find games that children can play outdoors.
The paper presents a survey which aimed to examine the influence of educators on the spontaneity of children's games. In the past, there was an insistence on too much influence on children's play, but today children's freedom and spontaneity and non-interference by educators are more encouraged. The role of the teacher in the children's symbolic game depends on the specific situation, and the quality of the game depends on the relationship between the teacher and the child. 108 educators participated in the research, and the educators expressed their opinions using the method of selecting agreement and disagreement with certain statements about children's play. The survey ends with determining the educator's own role in the spontaneous play of preschool children.
Keywords
dijete
igra
spontana igra
odgajatelj
uloga odgajatelja
motorički razvoj
Keywords (english)
child
play
spontaneous play
educator
educator's role
motor development
Language croatian URN:NBN urn:nbn:hr:147:943403 Study programme Title: Graduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-02-17 07:56:29
