HRUP KOT DEJAVNIK TVEGANJA V VRTCU IN NJEGOV VPLIV NA VZGOJNI PROCES

• Main Author: Modrinjak, Mojca
• Other Authors: Licardo, Marta
• Format: Bachelor Thesis
• Language: Slovenian
• Published: [M. Modrinja]k 2016
• Subjects: predšolska vzgoja; hrup; škodljivi učinki hrupa; vrtec; vzgojno-izobraževalni proces.; preschool education; noise; adverse effects of noise; kindergarten; educational process.; info:eu-repo/classification/udc/373.22:616-057(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=60636; https://dk.um.si/Dokument.php?id=96013&dn=; http://www.cobiss.si/scripts/cobiss?command=DISPLAY&base=cobib&rid=22520072&fmt=11

Rezultati slovenskih in tujih raziskav kažejo na prisotnost visokih ravni hrupa v vrtcih. Te poleg drugih posebnosti vrtčevskega zvočnega okolja škodljivo vplivajo na zdravje otrok in zaposlenih, ovirajo komunikacijo ter krnijo kakovost vzgojno-izobraževalnega procesa. Večino hrupa med vzgojnimi dejavnostmi in bivanjem v vrtcu povzročijo otroci sami. Izpostavljenost hrupu negativno vpliva na proces učenja in razvoj kognitivnih funkcij predšolskega otroka, še posebej na razvoj jezikovnih in predbralnih zmožnosti. Za zmanjševanje hrupa in njegovih učinkov v vrtcu lahko poleg zagotovitve ustreznih akustično prostorskih pogojev uporabimo različne organizacijske in pedagoške ukrepe. V raziskavi smo ugotovili, da večji del vzgojiteljic opaža, da je zaradi hrupa sodelovanje otrok v skupini slabše, da otroci preslišijo, ali napačno razumejo navodila in da so pri neusmerjenih dejavnostih preglasni. Večina vzgojiteljic uporablja nekatere preproste ukrepe za zmanjševanje hrupa, ko so ravni hrupa v skupini že previsoke. Tretjina vzgojiteljic občasno uporablja sprostitvene tehnike za zmanjševanje učinkov hrupa na zdravje otrok. Za ozaveščanje otrok o hrupu občasno le tretjina vzgojiteljic izvaja neusmerjene/usmerjene dejavnosti. Večina vzgojiteljic se ni nikoli udeležila dodatnega izobraževanja na temo hrupa v vrtcu. Z načrtovanjem, izvedbo in evalvacijo tematskega sklopa smo želeli ugotoviti, katere didaktične igre, usmerjene in neusmerjene didaktične dejavnosti so primerne za ozaveščanje otrok drugega starostnega obdobja o hrupu. Za zmanjševanje stresnih učinkov hrupa pri otrocih smo načrtovali uvedbo enostavnih sprostitvenih tehnik. Ugotovili smo, da so otroci stari 46 let s pomočjo izvedenih dejavnosti ozavestili problematiko hrupa. Spoznali so, da lahko sami prispevajo k zmanjšanju hrupa v skupini. Zmanjšano splošno raven hrupa v skupini in nižjo glasnost otrok je bilo posledično opaziti tako med vodenimi dejavnostmi in prosto igro kot v času obrokov. The results of Slovenian and foreign studies are showing the presence of high noise levels in kindergartens. In addition to other characteristics of the sound environment in kindergartens, high noise levels adversely affect health of children and employees, hamper communication and damage the quality of the educational process. The majority of noise during educational activities and stay in kindergarten is caused by children themselves. Noise exposure has a negative impact on the learning process and the development of cognitive functions in preschool children, especially in the development of language and pre-reading abilities. To reduce noise levels and its adverse effects in the kindergarten, in addition to ensuring appropriate spatial acoustic conditions, a variety of organizational and pedagogical measures can be taken. In our survey research, we found that the majority of kindergarten teachers observe that due to noise, children’s cooperation is worsened, children tend to overhear or misunderstood the instructions and that they tend to be very loud during unstructured activities. Most teachers are using some practical measures to reduce noise, but only when noise levels in the group are already too high. Third of teachers occasionally is using some relaxation techniques to reduce the effects of noise on children's health. To raise noise awareness about in children, only a third of teachers are conducting unstructured or structured educational activities. Most teachers never attended additional education on the subject of noise issues in kindergarten. Through the planning, implementation and evaluation of theme unit we wanted to determine what instructional games, structured and un-structured instructional activities, are suitable for raising noise awareness in children older than three years. To reduce stress effects in children, caused by noise, we planned the introduction of simple relaxation techniques. As a result of the activities carried out, children aged 4-6 years became aware of the noise issues. They realized that they themselves can contribute to reducing noise. Subsequently reduced overall group noise levels and lower volume of children’s voices during guided activities, unstructured children`s play and during meals were observed.