Načini organizacije tjelesnog vježbanja s djecom s posebnim potrebama

undergraduate thesis

• Author: Nikolina Maršanić
• Mentor: Marijana Hraski (mentor)
• Committee member: Marija Lorger (predsjednik povjerenstva)
• Committee member: Snježana Mraković (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Kinesiology Education); Zagreb
• Defense date and country: 2018-09-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Kinesiology; Kinesiological Education
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy

Abstract

Djeci s posebnim potrebama podrška odraslih, odgajatelja, vršnjaka iz skupine važna je kao i motivacijski faktor za daljnji rad. Bitno je da se djeca osjećaju uključenima kako bi jačali svoje samopouzdanje. Svako dijete ima pravo na zadovoljavanje vlastitih potreba za tjelesnom aktivnošću, a te potrebe mogu se zadovoljiti putem igre. Odgajatelji, uključivanjem igre u sadržaj tjelesne i zdravstvene kulture, uvelike potiču djecu na tjelesnu aktivnost. U ovome radu biti će riječ o tjelesnoj i zdravstvenoj kulturi, što je to tjelesna i zdravstvena kultura te koji su njezini dijelovi. Također će biti riječ i o djeci s posebnim potrebama , koje sve posebne potrebe. Kada je riječ o djeci s posebnim potrebama, važno je prilagoditi vježbe i tjelesne aktivnosti kako bi sva djeca u njima mogla sudjelovati. Ta prilagodba podrazumijeva prilagodbu sprava i rekvizita, materijala, vremena i načina izvođenja aktivnosti. Svako je dijete individua za sebe te svako dijete drugačije reagira na određene aktivnosti. Odgajatelji bi, prije početka tjelesnih aktivnosti, trebali proučiti djetetove mogućnosti, njegove slabosti i jakosti te interese te na temelju dobivenih informacija organizirati aktivnosti tako da odgovaraju mogućnostima svakog djeteta.

Abstract (english)

To children with special needs the support of adults, preschool teachers and peers from the group is as impotrant as the motivation for further work. It is important for children to feel included in order to get a sense of confidence and satisfaction. Every child has rights to satisfy his needs for physical activity, and these needs can be satisfied through play. Preschool teachers should include play in in the content of physical culture, thus, encouraging children to physical activity. This paper is abuot physical education, about definition od physical education and its components. It is also about chhildren with special neesd, typs of special needs and how they can be recognized in the gropu of children. When it comes to children with special needs, it is important to customize the exercises and activities so that all hildren can take part in them. This adjustment includes setting up the devices, materials, time and ways of performing activities. Every child is different and every child responds differently to certain activities. Preschool teachers should, before any physical activitie, examine childs possabilities, their weakness and strength and their interests, and then, based on collected data, organise activities so that they match the capabilities of each child individually.

• Keywords: tjelesna aktivnost; posebne potrebe; prilagodba
• Keywords (english): physical activities; special needs; adjustment
• Language: croatian
• URN:NBN: urn:nbn:hr:147:575827
• 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 (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-11-30 13:09:16