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Specijalna edukacija i rehabilitacija
2019, vol. 18, br. 4, str. 419-441
jezik rada: srpski
vrsta rada: izvorni naučni članak
objavljeno: 01/05/2020
doi: 10.5937/specedreh18-24428
Creative Commons License 4.0
Igra i socijalne veštine vrtićke dece s mešovitim specifičnim poremećajima razvoja
Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju

e-adresa: aleksandra.djuric.aa@gmail.com

Projekat

Kreiranje Protokola za procenu edukativnih potencijala dece sa smetnjama u razvoju kao kriterijuma za izradu individualnih obrazovnih programa (MPNTR - 179025)
Socijalna participacija osoba sa intelektualnom ometenošću (MPNTR - 179017)

Sažetak

Deca vrtićkog uzrasta stiču socijalne veštine kroz igru sa vršnjacima. Igra se smatra glavnim razvojnim indikatorom u vrtićkom dobu. Cilj ovog rada je utvrđivanje povezanosti kvaliteta socijalnih veština i interakcije tokom igre kod dece sa mešovitim specičnim poremećajima razvoja. Sekundarni cilj odnosi se na utvrđivanje razlika između roditelja i vaspitača u percepciji kvaliteta socijalnih veština i interakcije tokom igre ove dece. Uzorak istraživanja uključivao je 42 ispitanika uzrasta od tri godine do šest godina i jedanaest meseci (AS=5,03; SD=1,63; 69,05% dečaka). Svi ispitanici imali su potvrđen rizik za kašnjenje u razvoju u domenu socijalnih veština dobijen uz pomoć Upitnika o uzrastu i stadijumima razvoja deteta Socio-emocionalni razvoj-2 (Ages and Stages Questionnaire: Social Emotional-2, ASQ:SE-2). Procena socijalnih veština izvršena je Skalom ponašanja za decu predškolskog i vrtićkog uzrasta - 2 (Preschool and Kindergarten Behavior Scales-2nd edition, PKBS-2), a procena kvaliteta interaktivne igre uz pomoć Pensilvanijske skale interaktivne igre sa vršnjacima (Penn Interactive Peer Play Scale, PIPPS). Rezultati istraživanja ukazuju na to da je socijalna saradnja komponenta socijalnih veština u kojoj deca postižu najviše uspeha. Roditelji su procenili da njihova deca imaju bolji kvalitet socijalnih veština nego što su to procenili vaspitači. Vaspitači su procenili da je dečja interakcija u igri boljeg kvaliteta nego što su to ocenili roditelji. Roditelji doživljavaju da su im deca više isključena iz igre nego što to procenjuju vaspitači. Nalazi pokazuju da deca koja imaju bolji kvalitet socijalnih veština, manje ometaju igru i imaju manje skorove pri proceni isključenosti iz igre. Preporučuje se da se procena socijalnih i igrovnih veština izvrši pre izrade individualnog obrazovnog plana koji bi se sprovodio u vrtiću (IOP 1).

Ključne reči

mešoviti specifčni poremećaji razvoja; socijalne veštine; igra

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