DELO Z GLASBENO NADARJENIMI OTROKI V VRTCU - Divjak, Melita ([M. Divjak], 2016)
Diplomska naloga Delo z glasbeno nadarjenimi otroki v vrtcu zajema teoretični in empirični del. V teoretičnem delu predstavimo nekatere značilnosti glasbenega razvoja predšolskih otrok in s katerimi dejavnostmi ga lahko spodbujamo. V nadaljevanju predstavljamo tudi nekaj standardiziranih testov za ugotavljanje glasbenih sposobnosti in podrobneje opredelimo pojma nadarjenost in glasbena nadarjenost. Navajamo tudi strategije uspešnega prepoznavanja glasbeno nadarjenih in dela z njimi. Ob koncu teoretičnega dela se osredotočimo na kompetence, ki bi jih morali imeti vzgojitelji in pomočniki vzgojiteljev, na podlagi formalnega izobraževanja in dodatnega usposabljanja. Namen empiričnega dela diplomske naloge je bil raziskati področje dela z glasbeno nadarjenimi otroki v vrtcih severovzhodne Slovenije (Radenci, Gornja Radgona, Lenart, Ptuj, Maribor). V raziskavi je sodelovalo 187 strokovnih delavcev (vzgojitelji in pomočniki vzgojiteljev). Raziskali smo področja spremljanja glasbenega razvoja otrok, usposobljenost strokovnih delavcev za prepoznavanje glasbeno nadarjenih in delo z njimi, strokovno izpopolnjevanje in usposabljanje na področju glasbe, splošna stališča, ki jih zavzemajo strokovni delavci v vrtcih o glasbeni nadarjenosti in njihove ocene pomembnosti dejavnikov, ki vplivajo na zgodnji razvoj glasbene nadarjenosti. Raziskava je pokazala, da večina vzgojiteljev glasbeni razvoj otrok v skupini spremlja le redko. Pri prepoznavanju glasbeno nadarjenih otrok vzgojitelji nimajo težav. Ne glede na leta delovne dobe ali stopnjo izobrazbe vzgojitelji ocenjujejo, da za delo z glasbeno nadarjenimi nimajo dovolj znanja, jih pa večina vseeno za nadarjene pripravi dodatne aktivnosti. Na ravni vrtcev smo ugotovili, da ti otrokom omogočajo brezplačno vključevanje v obogatitvene programe s področja glasbe, ki jih največkrat izvajajo vzgojitelji sami. The diploma thesis titled Working with Musically Gifted Children in Kindergarten covers theoretical and empirical part. The theoretical part presents some characteristics of the musical development of preschool children and what activities can be used to encourage the child. Below we present some standardised tests for determining musical abilities and we further define the concepts of talent and musical talent. We also state the strategies of successful identification of musically gifted children and working with them. At the end of the theoretical part we focus on the competencies that the teachers and assistant teachers should have on the basis of formal education and additional training. The purpose of the empirical part of the thesis was to investigate the scope of working with musically gifted children in kindergartens of northeastern Slovenia (Radenci, Gornja Radgona, Lenart, Ptuj, Maribor). The study involved 187 professionals (teachers and assistant teachers). We have explored the fields of monitoring the musical development of children, training of professionals to recognize musically gifted children and working with them, professional development and training in the field of music, general positions on musical talent that the professionals in kindergartens strive for, and their assessment of the importance of factors affecting the early development of musical talent. Research has shown that most teachers rarely monitor the musical development of children in the group. Teachers do not have problems in identifying musically gifted children. Notwithstanding the years of service or level of education, the teachers estimate that they do not have enough knowledge to work with musically gifted, however, most of them prepare additional activities for gifted children. At the preschool level, we found that the kindergartens enable the children free involvement in enrichment programmes in the field of music, which are mostly run by teachers themselves.