CONNECTION BETWEEN PRESCHOOL TEACHERS' EMPATHY AND IMAGINATION AND CERTAIN CHARACTERISTICS OF PRESCHOOL CHILD'S BEHAVIOR AND PLAY

Autor: Hicela Ivon, Joško Sindik
Jazyk: chorvatština
Rok vydání: 2008
Předmět:
Zdroj: Magistra Iadertina
Volume 3
Issue 1
ISSN: 1849-0018
1846-3606
Popis: U radu se analiziraju rezultati dijela šireg empirijskog istraživanja o utjecaju interakcije djeteta s lutkom na ponašanje i igru djece , i to onog dijela čiji je cilj ispitivanje povezanosti odgojiteljeve emocionalne empatije i mašte s prosocijalnim i agresivnim ponašanjem djece, te obilježja njihove spontane igre u dječjem vrtiću. Utvrđeno je da postoji povezanost između odgojiteljičine empatije i mašte s prosocijalnim i agresivnim ponašanjem djece, te određenim aspektima dječje spontane igre. Djeca iz odgojnih skupina, koje vode više empatične i maštovite odgojiteljice (eksperimentalna skupina), procijenjena su kao više prosocijalna, dok su kod manje empatičnih i maštovitih odgojiteljica (kontrolna skupina) djeca procijenjena kao više agresivna. Rezultati praćenja dječje spontane igre ukazuju da su u djece koju vode više empatične i više maštovite odgojiteljice (eksperimentalna skupina odgojiteljica) zastupljenije igre mašte, posebice simboličke igre s lutkom, te praktično-radne aktivnosti, u maloj skupini ili u paru. Kod kontrolne skupine odgojiteljica, u djece su značajno više zastupljene društvene i didaktičke igre s pravilima, te sportske igre.
The paper analyzes the results of a part of an empirical research related to the influence of interaction between a child and puppet on children's behavior and play . Particular emphasis is on the part of the research related to correlation between preschool educator's emotional empathy and imagination, and prosocial and aggressive behavior of children, as well as with children's spontaneous play in kindergarten. It was established that there educator's empathy and imagination were connected with prosocial and aggressive behavior of children, and with certain aspects of children's spontaneous game. Children from groups led by more emphatic and more imaginative teachers (experimental group) were more prosocial, while the children from groups led by less emphatic and less imaginative educators were found to be more aggressive. The results of observing the children's spontaneous game indicate that the children led by more emphatic and imaginative teachers (experimental group of educators) used more imaginative games, particularly the symbolic puppet play, and did practical activities in small groups or pairs. The children led by control group of teachers played significantly more social and didactic games with rules, and sports games.
Databáze: OpenAIRE
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