Rotaļa bērnu sociālo prasmju attīstībai pirmsskolas izglītības trešajā posmā
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Latvijas Universitāte
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lav
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Kvalifikācijas darba tēma: Rotaļa bērnu sociālo prasmju attīstībai pirmsskolas izglītības trešajā posmā Pirmsskolas vecumā bērns apgūst sociālās iemaņas gan saskarsmē ar vienaudžiem, gan ar pieaugušajiem. Tieši saskarsme ar citiem bērniem ir kā līdzeklis, lai attīstītu sevī spēju sadarboties, kas būs nepieciešama turpmākās attīstības gaitā. Savas pirmās zināšanas un iemaņas bērns apgūst ģimenē. Vēlāk bērns nostiprina un apgūst jaunas zināšanas pirmsskolas izglītības iestādē. Pirmsskolas izglītības iestādē bērns pavada lielāko dienas daļu, tādēļ skolotāja ir liels atbalsts bērnam turpmākajā dzīvē nepieciešamo zināšanu un prasmju apguvē. Pētījuma mērķis: izpētīt rotaļas nozīmi bērnu sociālo prasmju attīstībā Pētījuma jautājums: kādas rotaļas veiksmīgāk veicina 5-6 gadus vecu bērnu sociālās prasmes? Darba teorētiskā daļa balstās uz A.Piperes, R.Andersones, D.Lieģenieces, A.Vilciņa, I.Pūpola, G.Smutovas u.c. Darba teorētiskā daļā izzināta teorētiskā literatūra un aprakstītas rotaļas sociālo prasmju pilnveidē. Sociālās prasmes sevī ietver prasmi vienoties, veidot kontaktus, tātad runāt, jautāt, uzmanīgi klausīties, uzklausīt otra viedokli, tas savukārt ir tieši saistīts ar komunikatīvo kompetenci - saruna, kas ļauj piedalīties dialogā un pielietot runas paņēmienus atbilstoši konkrētai situācijai - sadarbojoties, sarunājoties utt. tātad bērna komunikatīvā kompetence nodrošina iespēju piedalīties un komunicēt dažādās situācijās. Darba autores gadījumā- rotaļā, kas sekmē un attīsta sociālās prasmes. Darba praktiskajā daļā tika atspoguļota empīriskā pētījuma metodoloģiju un rezultāti. Darba praktiskajā daļā secināts, ka bērnu sociālo prasmju attīstība tika pilnveidota sižeta lomu rotaļās, kā rezultātā bērni apguva un savā runā lietoja jaunus vārdus, lai izteiktu savu viedokli un fantāziju, savas domas un jūtas, mācījās saprast savas emocijas un uzvedību, mācās būt viesmīlīgi, draudzīgi attiekties vienam pret otru; vingrinājās sadarboties un pienācīgi reaģēt situācijās, kad viedokļi bija atšķirīgi, izturējās pieklājīgi un mācījās vērtēt rīcības; iepazina sevi dažādās situācijās. Mācījās rūpēties par to, kas slikti sajūtās un gūt pārliecību par savām spējām; mācījās veidot savus spēles noteikumus, sadalīt pienākumus, uzvesties sabiedriskajā vietā. Atslēgas vārdi: sociālās prasmes, rotaļa, pedagoģiskais process Kvalifikācijas darba apjoms: 38 lpp., 7 tabulas, 6 attēli, 1 pielikums
The qualification work is devoted to the topic: Play for the development of children's social skills in the third stage of preschool education. In preschool age, a child learns social skills both in communication with peers and with adults. It is contact with other children that serves as a means of developing in themselves the ability to cooperate, which will be necessary in the course of further development. The child acquires his first knowledge and skills in the family. Later, the child consolidates and acquires new knowledge in a preschool educational institution. In a preschool educational institution, the child spends most of the day, so the teacher is a great support for the child in acquiring the knowledge and skills necessary for later life. The aim of the study: to explore the role of play in the development of children's social skills Research question: what kind of play is more successful in promoting the social skills of children aged 5-6 years? The theoretical part of the work is based on A.Piper, R.Andersone, D.Liegeniece, A.Vilcins, I.Pupola, G.Smutova, etc. Social skills include the ability to agree, make contacts, so speak, ask, listen carefully, listen to each other's opinion, this, in turn, is directly related to communicative competence - a conversation that allows you to participate in a dialogue and apply speech techniques according to a specific situation - cooperating, talking, etc. So, the communicative competence of the child provides an opportunity to participate and communicate in various situations. In the case of the author of the work, a play that promotes and develops social skills. In the practical part of the work, the methodology and results of empirical research were reflected. The practical part of the work concludes that the development of children's social skills was perfected in the play of plot roles, as a result of which children learned and used new words in their speech to express their opinion and fantasy, their thoughts and feelings, learned to understand their emotions and behavior, learn to be hospitable, friendly towards each other; practiced to cooperate and respond appropriately to situations, when opinions were different, behaved politely, and learned to judge actions; got to know himself in different situations. Learned to take care of what feels bad and gain confidence in their abilities; learned to build their own rules of the game, distribute responsibilities, behave in a public place. Keywords: social skills, play, pedagogical process Scope of qualification work: 38 pages, 7 tables, 6 images, Appendix 1
The qualification work is devoted to the topic: Play for the development of children's social skills in the third stage of preschool education. In preschool age, a child learns social skills both in communication with peers and with adults. It is contact with other children that serves as a means of developing in themselves the ability to cooperate, which will be necessary in the course of further development. The child acquires his first knowledge and skills in the family. Later, the child consolidates and acquires new knowledge in a preschool educational institution. In a preschool educational institution, the child spends most of the day, so the teacher is a great support for the child in acquiring the knowledge and skills necessary for later life. The aim of the study: to explore the role of play in the development of children's social skills Research question: what kind of play is more successful in promoting the social skills of children aged 5-6 years? The theoretical part of the work is based on A.Piper, R.Andersone, D.Liegeniece, A.Vilcins, I.Pupola, G.Smutova, etc. Social skills include the ability to agree, make contacts, so speak, ask, listen carefully, listen to each other's opinion, this, in turn, is directly related to communicative competence - a conversation that allows you to participate in a dialogue and apply speech techniques according to a specific situation - cooperating, talking, etc. So, the communicative competence of the child provides an opportunity to participate and communicate in various situations. In the case of the author of the work, a play that promotes and develops social skills. In the practical part of the work, the methodology and results of empirical research were reflected. The practical part of the work concludes that the development of children's social skills was perfected in the play of plot roles, as a result of which children learned and used new words in their speech to express their opinion and fantasy, their thoughts and feelings, learned to understand their emotions and behavior, learn to be hospitable, friendly towards each other; practiced to cooperate and respond appropriately to situations, when opinions were different, behaved politely, and learned to judge actions; got to know himself in different situations. Learned to take care of what feels bad and gain confidence in their abilities; learned to build their own rules of the game, distribute responsibilities, behave in a public place. Keywords: social skills, play, pedagogical process Scope of qualification work: 38 pages, 7 tables, 6 images, Appendix 1