| Popis: |
V diplomskem delu smo opisali pojav medvrstniškega nasilja, ga opredelili, opisali, kje se pojavlja, na kaj moramo biti pozorni in kako ga lahko preprečimo oz. skušamo preprečiti. Izhajali smo predvsem iz dejstva, da je ponekod nasilje premalo opazno ali pa se ob govoru o njem pojavlja strah. Nasilje med vrstniki ni nov pojav, a je vse pogostejši in se ga žal premalo zavedamo, zato je bil naš namen ugotoviti, v kolikšni meri ga sploh opazimo. Poudarek v diplomskem delu smo dali na vrtec kot vzgojno-izobraževalno institucijo in na vlogo vzgojitelja/ice, ki je pomemben člen pri vzgoji otroka v prvih letih njegovega življenja. V empiričnem delu diplomskega dela smo na podlagi anketnega vprašalnika raziskali, kakšna je vloga vzgojiteljice ob pojavu nasilja, kako pogosto se nasilje pojavlja in pri kateri starostni skupini, pri čemer smo uporabili deskriptivno metodo. Ker je pojav nasilja vedno bolj pogost, je pri medvrstniškem nasilju pomembno, da smo na podlagi empiričnega dela poiskali različne rešitve in pristope, kako nasilje preprečiti ali zmanjšati. The diploma thesis covers the phenomenon of peer violence, defines it, shows where it occurs, what to pay attention to and how to prevent or try to prevent it the thesis is grounded on the fact that sometime violence is not visible enough or that discussions about it are accompanied by fear. Peer violence is not a new phenomenon but is more and more present we are not as aware of it as we should be, thus our goal was to investigate how much we notice it. The focus of the thesis is on kindergarten as an educational institution and on the role of the teacher who is an important part in the education of children in the first years of their lives. The empirical part uses a survey to explore the role of a teacher in the occurrence of violence, how often violence occurs and in which age group here the descriptive method was used. Because violence is more and more common different solutions and approaches for peer violence prevention or limitation were found with the use of the empirical part. |
