prikaz prve stranice dokumenta Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama
  Download
PDF 648.87 KB
master's thesis
Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama
Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences, 2023. urn:nbn:hr:131:487071
Tretinjak, Karolina
University of Zagreb
Faculty of Humanities and Social Sciences
Department of Phonetics

Institutional repository: ODRAZ

Cite this document

Tretinjak, K. (2023). Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:487071

Tretinjak, Karolina. "Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2023. https://urn.nsk.hr/urn:nbn:hr:131:487071

Tretinjak, Karolina. "Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2023. https://urn.nsk.hr/urn:nbn:hr:131:487071

Tretinjak, K. (2023). 'Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, accessed 20 November 2024, https://urn.nsk.hr/urn:nbn:hr:131:487071

Tretinjak K. Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2023 [cited 2024 November 20] Available at: https://urn.nsk.hr/urn:nbn:hr:131:487071

K. Tretinjak, "Igra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2023. Available at: https://urn.nsk.hr/urn:nbn:hr:131:487071

Metadata
TitleIgra s elementima glazbenih i ritmičkih stimulacija u okviru inkluzije kao podrška djeci s oštećenjima sluha i slušanja u predškolskim ustanovama
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
AuthorKarolina Tretinjak
MentorArnalda Dobrić (mentor)
Committee memberIva Bašić (predsjednik povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of Phonetics)
Zagreb
Defense date and country2023-09-01, 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
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:131:487071
Study programmeTitle: 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 resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2023-10-02 07:27:10