Vecākā pirmsskolas vecuma bērnu emocionālās atsaucības sekmēšana rotaļās
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Latvijas Universitāte
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lav
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Bakalaura darba temats ir “Vecākā pirmsskolas vecuma bērnu emocionālās atsaucības sekmēšana rotaļās”. Darbs sastāv no divām daļām - teorētiskās un empīriskās. Teorētiskās daļas metodes tika izmantotas kā psiholoģiskās un pedagoģiskās literatūras analīze par pētāmo tēmu. Savukārt empīriskās daļas metodes tika izmantotas kā novērošana; pārrunas; pedagoģiskā darbība un matemātiskās statistikas metodes. Darba pirmajā daļā tika veikta latviešu un ārzemju pedagogu, un psihologu teorētisko atziņu izpēte. Analizējot un salīdzinot autoru darbus, pētījumus, kā galvenais uzsvars un izzināmais jautājums tika likts uz emocionālās atsaucības nozīmīgumu cilvēka attīstībā. Šeit tika izmantoti vairāku krievu autoru pētījumi. Tāpat arī tika dotas termina “emocijas” definīcijas un skaidrojumi, aprakstīti emociju veidi, izzinātas bērnu emocionālās vajadzības. Darba autore balstījās uz tādiem pedagogiem un psihologiem kā D. Goulmens, A. Špona, V. Batņa, M. Dūka, H. Gudjons, J. A. Students un V. Muhina. Darbā atklājas arī vecākā pirmsskolas vecuma bērnu attīstības raksturojums. Darba autore balstījās galvenokārt uz latviešu pedagogu un psihologu darbiem. Ļoti vērtīgas atziņas deva V. Golubina, D. Lieģeniece, G. Svence, A. Vecgrāve un A. Ļublinska. Tāpat arī tiek analizēta rotaļas būtība, tās funkcijas un dažādu autoru rotaļu klasifikācijas. Šeit vērtīgas atziņas tika iegūtas no latviešu psihologiem un pedagogiem kā D. Lieģenieces, D. Dzinteres, I. Stangaines un V. Romenkovas, kā arī tika izmantotas ārzemju autoru atziņas. Otrā daļa ir darba autores praktiskā darbība. Bakalaura darba ietvaros autore izvirzīja hipotēzi, kuru apstiprināt var, izmantojot pētījumu. Pēc konkrēti izvirītiem kritērijiem, pētījuma sākumā tika izvērtēts bērnu sākotnējais emocionālās atsaucības līmenis. Līdz ar to ir aprakstītas konkrētas praktiskās darbības, kuras autore ir veikusi, lai sekmētu mērķa grupas emocionālās atsaucības līmeņa attīstību. Pēc veiktām aktivitātēm bērnu emocionālās atsaucības līmenis tika noteikts vēlreiz, izmantojot tos pašus vērtēšanas kritērijus. Vērtēšanas rezultāti ir apkopoti un salīdzināti un ļauj izdarīt konkrētus secinājumus. Autores izvirzītā hipotēze ir apstiprinājusies. Bakalaura darba apjoms ir 66 lpp., ietver 4 tabulas, 8 attēlus, izmantoti 54 literatūras avoti, pievienoti 5 pielikumi.Atslēgas vārdi – emocijas, emocionālā atsaucība, vecākā pirmsskolas vecuma bērns, rotaļa, didaktiskās spēles.
The topic of the bachelor's work is “Playing as a method of encouraging emotional responsiveness of pre-schoolers”. The work consists of two parts - theoretical and empirical. The methods of the theoretical part are used as an analysis of the psychological and pedagogical literature on the research topic. What considers the methods of the empirical part; they are used as observation; negotiations; pedagogical activity and methods of mathematical statistics. In the first part of the work, the research of theoretical studies of Latvian and foreign teachers and psychologists is carried out. Analysing and comparing the studies of various authors, the research, as the main emphasis and exploratory issue, is based on the importance of emotional responsiveness in human development. Studies by several Russian authors are used here. Definitions and explanations of the term “emotions” are also carried out, types of emotions are described, and the emotional needs of children are explored. The author of the work bases on such pedagogues and psychologists as D. Goulmens, A. Špona, V. Batņa, M. Dūka, H. Gudjons, J. A. Student and V. Muhina. The work also reveals the characteristics of the development of senior preschool children. The author of the work bases mainly on the work of Latvian teachers and psychologists. V. Golubina, D. Lieģeniece, G. Svence, A. Vecgrāve and A. Ļublinska have given very valuable insights. The essence of the game, its functions and classifications of games by different authors are also analysed. Valuable insights are obtained here from Latvian psychologists and teachers such as D. Lieģeniece, D. Dz interes, I. Stangaine and V. Romenkova, as well as the insights of foreign authors are used. The second part is the practical work of the author. Within the framework of the bachelor's work, the author puts forward the hypothesis, which can be proved by using the research. At the beginning of the study, the initial level of emotional responsiveness of the children was assessed according to specific criteria. Thus, specific practical actions that the author has taken to promote the development of the target group's level of emotional responsiveness are described. After the activities, the level of children's emotional responsiveness was determined again using the same evaluation criteria. The results of the evaluation are summarized and compared and allow specific conclusions to be drawn. The hypothesis put forward by the author is proved. The bachelor's work contains 66 pages, includes 4 tables, 8 images, 54 references, 5 appendixes. Keywords - emotions, emotional responsiveness, senior preschool child, game, didactic games.
The topic of the bachelor's work is “Playing as a method of encouraging emotional responsiveness of pre-schoolers”. The work consists of two parts - theoretical and empirical. The methods of the theoretical part are used as an analysis of the psychological and pedagogical literature on the research topic. What considers the methods of the empirical part; they are used as observation; negotiations; pedagogical activity and methods of mathematical statistics. In the first part of the work, the research of theoretical studies of Latvian and foreign teachers and psychologists is carried out. Analysing and comparing the studies of various authors, the research, as the main emphasis and exploratory issue, is based on the importance of emotional responsiveness in human development. Studies by several Russian authors are used here. Definitions and explanations of the term “emotions” are also carried out, types of emotions are described, and the emotional needs of children are explored. The author of the work bases on such pedagogues and psychologists as D. Goulmens, A. Špona, V. Batņa, M. Dūka, H. Gudjons, J. A. Student and V. Muhina. The work also reveals the characteristics of the development of senior preschool children. The author of the work bases mainly on the work of Latvian teachers and psychologists. V. Golubina, D. Lieģeniece, G. Svence, A. Vecgrāve and A. Ļublinska have given very valuable insights. The essence of the game, its functions and classifications of games by different authors are also analysed. Valuable insights are obtained here from Latvian psychologists and teachers such as D. Lieģeniece, D. Dz interes, I. Stangaine and V. Romenkova, as well as the insights of foreign authors are used. The second part is the practical work of the author. Within the framework of the bachelor's work, the author puts forward the hypothesis, which can be proved by using the research. At the beginning of the study, the initial level of emotional responsiveness of the children was assessed according to specific criteria. Thus, specific practical actions that the author has taken to promote the development of the target group's level of emotional responsiveness are described. After the activities, the level of children's emotional responsiveness was determined again using the same evaluation criteria. The results of the evaluation are summarized and compared and allow specific conclusions to be drawn. The hypothesis put forward by the author is proved. The bachelor's work contains 66 pages, includes 4 tables, 8 images, 54 references, 5 appendixes. Keywords - emotions, emotional responsiveness, senior preschool child, game, didactic games.