Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama

master's thesis

• Title (english): Play with elements of musical and rhythmic stimulation within the framework of inclusion, as a support for children with hearing and listening impairments in preschool institutionsimpairments in preschool institutions
• Author: Karolina Tretinjak
• Mentor: Arnalda Dobrić (mentor)
• Committee member: Iva Bašić (predsjednik povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Phonetics); Zagreb
• Defense date and country: 2023-09-01, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy

Abstract

U ovome radu daje se metodički predložak aktivnosti temeljenih na glazbenim i ritmičkim stimulacijama koje se mogu koristiti u redovitim predškolskim ustanovama kao način podrške djeci s oštećenjima sluha i slušanja, ali i kao način vježbe razvoja slušanja i/ili slušne pažnje kod djece urednog sluha. U teorijskom pregledu rada daje se pregled relevantne literature vezan za slušni i govorno-jezični razvoj djeteta te razvoj igre, a samim time i implementaciju verbotonalnih elemenata u aktivnosti koje kao bazu sadrže igru. U drugom dijelu rada prikazano je kvalitativno istraživanje provedeno u jednoj vrtićkoj skupini u dječjem vrtiću „Kutina“ u kojem se testirao metodički predložak koji u simboličku igru uvodi elemente glazbenih i ritmičkih stimulacija - brojalice. Istraživanje je počivalo na dva istraživačka pitanja: Hoće li se praćenjem provedbe aktivnosti kod djece s oštećenjima sluha i slušanja te djece urednog sluha pokazati napredak u slušnom i govorno-jezičnom razvoju, a s obzirom na individualne razlike. Drugo istraživačko pitanje bilo je: Hoće li grupa u kojoj je provedeno istraživanje u periodu istraživanja prihvatiti i sudjelovati u aktivnostima te ih usvojiti i koristiti samostalno unutar simboličke igre. Promatranjem je utvrđeno kako skupina nije u potpunosti prihvatila aktivnosti koje im se implementiraju u igru, te s obzirom na broj posjeta, nije u potpunosti primijećen napredak u slušnom i govorno-jezičnom razvoju. Na temelju uočenog osmišljen je, i u trećem dijelu rada predstavljen, novi metodički predložak koji aktivnosti s elementima glazbenih i ritmičkih stimulacija uvodi kroz situacije u danu ne remeteći aktivnosti simboličke igre.

Abstract (english)

In this master’s thesis, a template is given for activities which are based on musical and rhythmic stimulations, that can be used in preschool institutions as a way of helping children with hearing and listening impairments. These are also applicable as a form of an exercise for the development of listening and/or listening attention in children with good hearing. In the theoretical part of the work, literature relevant to listening and speech-language development of a child as well as play development is covered. With it comes the implementation of verbotonal elements in activities that are based on games. In the second part of the thesis, qualitativethesis, qualitative research conducted in the “Kutina” kindergarten class is examined. It was the methodical template that introduces musical and rhythmic stimulation into a symbolic play that was tested. The research dealt with two research questions. The first focused on whether monitoring activities in hearing-impaired children, as well as children with good hearing would show advancement in listening and speech-language development, while considering individual differences. The second research question centered on whether the group in which the research was conducted would accept and actively participate in the activities as well as implement them independently during symbolic games. The conclusion is that the group did not fully accept activities that were implemented into the game, and that there were no notable advancements in listening and speech-language development considering the number of visits made to the kindergarten class. Based on the given results, a new methodical template is suggested, and the same is covered in the third part of the thesis it introduces musical and rhythmic stimulation into everyday situations without disturbing activities of a symbolic play.

• Keywords: verbotonalni elementi; glazbene i ritmičke stimulacije; dječja igra
• Keywords (english): verbotonal elements; musical and rhythmic stimulations; child’s play
• Language: croatian
• URN:NBN: urn:nbn:hr:131:487071
• Study programme: Title: Phonetics (double major); specializations in: Clinical Phonetics, Rhetoric, General Phonetics, Rhetoric and General Phonetics; Course: Clinical Phonetics; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije fonetičar rehabilitator (magistar/magistra edukacije fonetičar rehabilitator)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-10-02 07:27:10