839 KB64 KB200820252024Horvat Rauter, BarbaraPesek, AnitaVidmar, GajZevnik, Nikaštevilka:1letnik:23str. 36-50COBISSID_HOST:205481475ISSN:2232-545XURN:URN:NBN:SI:doc-KS21IIQ5slUniverzitetni rehabilitacijski inštitut Republike Slovenije - SočaRehabilitacija (Ljubljana)Childcognitive developmentigrajezikovni razvojkognitivni razvojlanguage developmentotrokparentsplayPlay and Playthingsquestionnairesocial developmentsocialni razvojstaršiSurveys and QuestionnairesvprašalnikVprašalnik o igri otrok v pričakovanem razvoju, starih od dve do šest let| Play questionnaire in typically developing two- to six-year-old children|Introduction: Play is a pleasurable, internally motivated, spontaneous activity that promotes the child’s behaviour. Children express themselves through play, thereby developing their perceptual, language, social, and emotional abilities. Play can be categorised based on cognitive complexity (into functional, active, constructional, symbolic, sociodramatic, cognitive, and creative play) and the level of social involvement (child plays alone, plays with adults, or plays with peers and siblings). Various approaches, including structured interviews and parental questionnaires, are available to assess children’s play. The purpose of this study is to examine various aspects of play and introduce an assessment tool to contribute to the intervention of children with disabilities. Methods: Ninety-nine parents of children (52 boys, 47 girls) aged two to six years participated in the study. We employed a Play Questionnaire, encompassing questions about different types of play based on cognitive complexity and social involvement. The data were analysed using descriptive statistics and analysis of variance. Results: Statistically significant differences in the types of play between children of different age were found. Symbolic play (using objects in a functional manner) predominated in the group of children aged two to three years, while physical play was most popular among three- to five-year-olds. Sociodramatic and cognitive play came to the forefront among five- to six-year-olds. Tablet and phone-based games were rarely represented in all age groups. Older children played statistically significantly more frequently with their peers and siblings than younger children. Conclusion: We concluded that the Play Questionnaire is a valuable tool for obtaining important data about the developmental level of a child’s play. It would be meaningful to expand the research to include a group of children with developmental disorders in the future. Based on those findings, a comprehensive tool suitable for clinical work by the entire team of professionals could be developedIzhodišče: Igra je prijetna, notranje motivirana, spontana dejavnost, ki spodbuja celostni razvoj otroka. Otroci se skozi igro izražajo in s tem gradijo svoje zaznave, jezikovne, socialne in čustvene sposobnosti. Igre lahko razdelimo glede na spoznavno kompleksnost (funkcijske, gibalne, konstrukcijske, simbolne, sociodramske, spoznavne in ustvarjalne) ter glede na stopnjo socialne vključenosti (otrok se igra sam, se igra z odraslimi ali se igra z vrstniki in sorojenci). Za ocenjevanje otroške igre so na voljo različni pristopi, vključno s strukturiranimi intervjuji in vprašalniki za starše. Z raziskavo smo želeli preučiti različne vidike igre ter predstaviti ocenjevalno orodje, ki bo prispevalo k celostni obravnavi otrok z motnjami v razvoju. Metode: V raziskavi je sodelovalo 99 staršev otrok (52 dečkov, 47 deklic), starih od dve do šest let. Uporabili smo Vprašalnik o igri, ki je zajemal vprašanja o različnih vrstah iger glede na spoznavno kompleksnost in socialno vključenost. Podatke smo analizirali z opisno statistiko in analizo variance. Rezultati: Med otroki različnih starosti smo ugotovili statistično značilne razlike v vrstah igre. V skupini dve do tri leta starih otrok je prevladovala simbolna igra (raba predmetov na funkcionalen način), gibalne igre so bile najbolj priljubljene pri tri- do petletnikih. Pri pet- do šestletnih otrocih je bila v ospredju sociodramska igra in spoznavne igre. Igre na tablici in telefonu groso bile v vseh starostnih skupinah redko zastopane. Starejši otroci so se statistično značilno pogosteje igrali s svojimi vrstniki in sorojenci kot mlajši otroci. Zaključek: Ugotovili smo, da je Vprašalnik o igri uporabno orodje, s pomočjo katerega pridobimo pomembne podatke o razvojni ravni otrokove igre. V prihodnje bi bilo smiselno raziskavo razširiti tudi na skupino otrok z razvojnimi motnjami in na podlagi ugotovitev dokončno oblikovati orodje, ki bi bilo primerno za klinično delo celotnega tima strokovnjakovTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverzitetni rehabilitacijski inštitut RS – Soča