1.5-3 gadus vecu bērnu veiksmīgas adaptācijas sekmēšana pirmsskolas izglītības iestādē
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Latvijas Universitāte
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lav
Abstract
Pētījuma aktualitāte saistīta ar nozīmīgām izmaiņām mūsdienu sabiedrībā, kā arī ar attieksmes pret bērna psiholoģisko un emocionālo labsajūtu maiņu. Nelabvēlīga pieredze adaptācijas periodā var izraisīt bērna attīstības regresu, veidojot noturīgu negatīvu attieksmi pret izglītības iestādi, kas būtiski apgrūtina bērna sociālo un akadēmisko prasmju apguvi izglītības procesā. Latvijā ir maz zinātnisku publikāciju par pirmsskolas pirmā posma bērnu adaptācijas problēmām, kas rada nepieciešamību padziļināti pētīt adaptācijas sekmēšanas iespējas. Teorētiskajā daļā skaidrots adaptācijas jēdziens un raksturoti galvenie faktori, kas var labvēlīgi vai nelabvēlīgi ietekmēt bērna adaptāciju pirmsskolas izglītības iestādē. Empīriskajā daļā izstrādāti kritēriji adaptācijas norises izvērtēšanai, pēc kuriem tika vērtēti pētījuma dalībnieki. Tika īstenots nodarbību komplekss ar mērķi sekmēt bērnu adaptācijas procesu pirmsskolas izglītības iestādē. Pēc atkārtota bērnu novērtējuma, izmantojot sākotnējos kritērijus, tiek izdarīti secinājumi, ka adaptācijas process pirmsskolā bērniem vecumā no 1,5 līdz 3 gadiem būs veiksmīgs, ja tiek regulāri izmantoti pedagoģiski pamatoti un vecumposmam atbilstoši paņēmieni. Kvalifikācijas darba saturs: 76 lapaspusēs, ietver 16 tabulas, 6 attēlus, izmantoti 52 literatūras avoti, pievienoti 7 pielikumi.
Relevance of the study is associated with significant changes in modern society, including shifting attitudes towards the psychological and emotional well-being of children. Negative experiences during the adaptation period may cause developmental delays and lead to a negative attitude towards the preschool, thereby impeding the asquisition of social and academic skills. In Latvia, there is a lack of research publications focusing on adaptation issues among the youngest children in preschool, which highlights the necessity of investigating the possibilities of promoting successful adaptation. The theoretical part describes the concept of adaptation and analyses the key factors that may positively or negatively influence a child’s adaptation in preschool. Empirical part involves the development of criteria for evaluating the adaptation process, which were applied to assess the study participants. A set of activities aimed at promoting adaptation was implemented in a preschool. Based on repeated assessments of the children using the initial criteria, conclusions were drawn indicating that the adaptation process for children aged 1.5 to 3 years in preschool can be successful if pedagogically grounded and age-appropriate methods are used consistently. Structure of the qualification work: 76 pages, includes 16 tables, 6 figures, 52 literature sources, and 7 appendices.
Relevance of the study is associated with significant changes in modern society, including shifting attitudes towards the psychological and emotional well-being of children. Negative experiences during the adaptation period may cause developmental delays and lead to a negative attitude towards the preschool, thereby impeding the asquisition of social and academic skills. In Latvia, there is a lack of research publications focusing on adaptation issues among the youngest children in preschool, which highlights the necessity of investigating the possibilities of promoting successful adaptation. The theoretical part describes the concept of adaptation and analyses the key factors that may positively or negatively influence a child’s adaptation in preschool. Empirical part involves the development of criteria for evaluating the adaptation process, which were applied to assess the study participants. A set of activities aimed at promoting adaptation was implemented in a preschool. Based on repeated assessments of the children using the initial criteria, conclusions were drawn indicating that the adaptation process for children aged 1.5 to 3 years in preschool can be successful if pedagogically grounded and age-appropriate methods are used consistently. Structure of the qualification work: 76 pages, includes 16 tables, 6 figures, 52 literature sources, and 7 appendices.