VLOGA VZGOJITELJA PRI GIBALNEM RAZVOJU OTROKA V URBANIH IN RURALNIH NASELJIH - Balantič, Špela (Š. Balantič, 2012)
Diplomsko delo z naslovom Vloga vzgojitelja pri gibalnem razvoju otroka v urbanih in ruralnih naseljih je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili gibalni razvoj otrok v predšolskem obdobju, usposobljenost vzgojiteljev za področje gibanja in materialne pogoje za izvajanje gibalnih dejavnosti v vrtcu. V empiričnem delu smo uporabili deskriptivno in kavzalno – neeksperimentalno metodo. V raziskovalni vzorec smo vključili neslučajnostno konkretno populacijo 134 vzgojiteljic, zaposlenih v 15 javnih vrtcih, od tega je 7 vrtcev iz vaškega okolja in 8 vrtcev iz mestnega okolja. Za zbiranje podatkov smo uporabili kvantitativno tehniko v obliki ankete. Podatke smo obdelali s kvantitativno obdelavo (deskriptivna statistika, frekvenčna distribucija). Namen diplomske naloge je bil ugotoviti, kakšne materialne pogoje za delo pri gibalnem razvoju otrok imajo v ruralnem ali urbanem okolju ter kako ti vplivajo na načrtovanje in izvajanje gibalnih dejavnosti. Ugotovili smo, da nimajo vsi vzgojitelji v urbanih in ruralnih naseljih na razpolago telovadnico ali zaprt prostor, kjer lahko potekajo vsakodnevne gibalne dejavnosti da nimajo vsi vzgojitelji na voljo igrišče v urbanih in ruralnih naseljih otroci nimajo vsak dan načrtovanih gibalnih dejavnosti vzgojitelji v urbanih in ruralnih naseljih nimajo dovolj znanja za izvajanje gibalnih dejavnosti v vrtcu da otroci v urbanih in ruralnih naseljih niso dovolj gibalno aktivni vzgojitelji v urbanih naseljih imajo enake pogoje za izvajane gibalnih dejavnosti, kot vzgojitelji v ruralnih naseljih v vrtcih ne ponujajo dodatnih gibalnih dejavnosti vzgojitelji so dovolj usposobljeni za izvajanje gibalnih dejavnosti med vzgojitelji iz urbanega in ruralnega naselja ni razlike v stopnji izobrazbe vzgojitelji v vrtcih urbanega naselja in vzgojitelji v vrtcih ruralnega naselja se ne največkrat občasno aktivno vključujejo v načrtovane gibalne dejavnosti otrok v vrtcu vzgojitelji, ki so sami v svojem prostem času pogosteje športno aktivni, tudi pogosteje vključujejo v načrtovane gibalne dejavnosti otrok vzgojitelji v vrtcih urbanega naselja in vzgojitelji v vrtcih ruralnega naselja pripisujejo vzgojitelju zelo pomembno vlogo pri gibalnem razvoju otrok . This diploma work titled A kindergarten teacher’s role in child’s motor development in urban and rural areas is composed of theory and research. The children’s motor development in the preschool period, competences of kindergarten teachers regarding the motor development and material conditions for performing motor activities in a kindergarten are presented in the theoretical part. In the empirical part, the descriptive and causal non-experimental method was used. The research sample comprised the concrete and not made by chance population of 134 kindergarten teachers employed in 15 state kindergartens, among which 7 kindergartens are situated in the rural area and 8 kindergartens in the urban area. The gathered information was obtained by means of the qualitative method in the form of a survey. The data was analysed according to the qualitative method (descriptive statistics, frequency distribution). The purpose of the diploma work was to find out what kinds of material conditions the kindergarten teachers have at work when they are developing children’s motor abilities in rural and urban areas as well as how these conditions affect the planning and implementation of motor activities. The results show that not all kindergarten teachers working in rural and urban areas have a gymnasium or a similar closed space, where motor activities could regularly take place, at their disposal. Similarly, they do not all have a playground. The children do not have planned motor activities every day. The kindergarten teachers in rural and urban areas are not skilled enough in implementing motor activities. The children themselves in rural and urban areas are not active enough. Both the kindergarten teachers in urban areas as well as the kindergarten teachers in rural areas have the same conditions for carrying out motor activities. In the kindergartens, additional motor activities are not available. The kindergarten teachers are qualified enough for implementing motor activities. Regarding the degree of education, there is no difference between the kindergarten teachers in both areas. The teachers occasionally participate in the planned motor activities for kindergarten children. Those teachers who do sport in their free time are more likely to participate in the planned motor activities. Both the kindergarten teachers working in the kindergartens in urban areas and kindergarten teachers working in rural areas place great importance on the motor development of children