Načini organizacije i provođenja sata kineziološke kulture s djecom s posebnim odgojno-obrazovnim potrebama

undergraduate thesis

• Title (english): Ways of organizing and conducting kinesiology culture classes with children with special educational needs
• Author: Stela Požar
• Mentor: Marijana Hraski (mentor)
• Committee member: Marija Lorger (predsjednik povjerenstva)
• Committee member: Mateja Kunješić Sušilović (član povjerenstva)
• Committee member: Marijana Hraski (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-14, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Kinesiology; Kinesiotherapy and Adapted Physical Activity

Abstract

Tjelesna aktivnost djece predškolske dobi, uključujući djecu s posebnim odgojno-obrazovnim potrebama, iznimno je važna zbog zadovoljavanja niza dječjih potreba. Osim preobrazbe antropološkog statusa djece, fizička aktivnost pozitivno utječe i na njihovo zdravlje. Pospješuje rad srca te imunog i krvožilnog sustava. U radu su prikazane neke od najzastupljenijih posebnih odgojno-obrazovnih potreba te prilagodba sata kineziološke kulture ovisno o teškoći u razvoju koju dijete u skupini ima. Sat tjelesne i zdravstvene kulture sastoji se od uvodnog, pripremnog, glavnog te završnog dijela sata. Za sadržaj uvodnog dijela sata biraju se aktivnosti poput trčanja ili različitih elementarnih igara za razliku od završnog dijela sata koji sadrži igre i aktivnosti u kojima djeca sjede ili stoje u stanju mirovanja. Posebne odgojno-obrazovne potrebe koje su opisane su: oštećenja vida i sluha, intelektualne teškoće, specifične teškoće u učenju, autizam, ADHD, motorički poremećaji i kronične bolesti. Ni jedno dijete nije u potpunosti isto pa je neophodno prilagoditi sat kineziološke kulture, ne samo prema teškoći u razvoju, već i prema njihovim individualnim potrebama. Odnosno, kako bi što adekvatnije mogao prilagoditi aktivnosti, nužno je da je odgojitelj dobro upoznat sa svakim djetetom kao i njegovom teškoćom u razvoju, njegovim sposobnostima, željama te jakim i slabim stranama. Prilagodba aktivnosti uključuje prilagodbu sredstava, opreme i sprava kao i prilagodbu procesa realizacije aktivnosti. Kao i svako dijete, tako i dijete s posebnim odgojno-obrazovnim potrebama ima pravo na sudjelovanje u odgojno-obrazovnom procesu rada ustanove u kojoj boravi. Zadaća odgojitelja je uključiti djecu s teškoćama u razvoju te motivirati svu djecu na sudjelovanje u tjelesnim aktivnostima kroz zabavu i igru.

Abstract (english)

Physical activity of preschool children, including children with special educational needs, is extremely important for meeting a range of children's needs. In addition to transformation of the anthropological status of children, physical activity also has a positive effect on their health. It improves the heart rate along with the immune and vascular system. The paper presents some of the most represented special educational needs and the adaptation of the kinesiology culture class depending on the developmental difficulties that the child in the group has. The physical education class consists of an introductory, preparatory, main and final part of the lesson. For the introductory part of the lesson activities such as running or various elementary games are chosen in contrast to the final part of the lesson which contains games and activities in which children are sitting or standing in state of rest. The special educational needs that have been described are visual and hearing impairments, intellectual disabilities, specific learning difficulties, autism, ADHD, motor disorders and chronic diseases. No child is completely the same so it is necessary to adjust the kinesiology culture lesson, not only according to the developmental difficulties but also according to their individual needs. That is, to be able to adapt the activities as adequately as possible, it is necessary that the educator is well acquainted with each child, as well as their developmental difficulties and abilities, desires, strenghts and weaknesses. This adjustment of activities includes the adjustment of means, equipment and devices as well as the adjustment of the process of realization of activities. Like every child, a child with special educational needs also has the right to participate in the educational process of the institution in which child resides. The mission of educators is to include children with disabilities and motivate all children to participate in physical activities through fun and play.

• Keywords: fizička aktivnost; inkluzija; odgojitelj; posebne odgojno-obrazovne potrebe
• Keywords (english): physical activity; inclusion; pre-shool educator; special educational needs
• Language: croatian
• URN:NBN: urn:nbn:hr:147:337165
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/ prvostupnica odgojitelj/odgojiteljica djece (sveučilišni/a prvostupnik/ prvostupnica odgojitelj/odgojiteljica djece)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-05-26 09:45:21