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The experience of breastfeeding from the mother's point of view
Get PDFBreastfeeding is a complex process. Medical experts define it as something natural, which is reinforced by the public discourse. According to the currently applicable medical discourse, breastfeeding is the best way to feed a new-born, as it is the only way for the mother to take enough care of their child. Bottle-feeding is understood and interpreted as an emergency solution. All infant-feeding methods and related aspects are associated with and focused on the mother. If the mother’s practice does not comply with the public view on breastfeeding, she may feel unpleasant, but her well-being and actions in this case are not known and not publicly discussed.
Public discourse is a volatile category, and public discourse arguments affect the mother and, consequently, their child. Because mothers view breastfeeding as an ideal method of infant-feeding, they persist on doing it, but as a result, children’s needs may not be met. In addition to the said (currently applicable) medical public discourse, there are other discourses that address breastfeeding as a limiting factor for women and support bottle-feeding.
The decision on the infant-feeding method depends on numerous factors. According to research, breastfeeding is a skill that women acquire. Mothers who are unable or unwilling to breastfeed for a variety of reasons may find themselves in distress because of the prevailing discourse. For this reason, support and assistance in dealing with problems are very important.
This master’s thesis analyses breastfeeding experience of mothers who perceived their breastfeeding as unsuccessful. The theoretical part first describes the history of breastfeeding, as the current attitude towards breastfeeding stems from it, the extent of support provided to mothers and public view on breastfeeding. The following chapters study other views on breastfeeding: sociological, with different opinions about breastfeeding, economic, ecologic and religious.
The empirical part presents results of eleven interviews conducted with mothers who perceived their breastfeeding experience as unsuccessful. Their common message is that they perceive themselves as bad mothers for not having breastfed their child even though it was not their fault. They define their experience as unsuccessful even though each of them had spent a lot of time learning, expending considerable effort, trying to find a way to take care of the child, self-sacrificing and putting in hard work for the benefit of the child at their own expense. Based on the interviews, we can deduct that the mothers trust medicine, which in turn does not offer correct information in this field, so the mothers have to look for information (the quality of which is questionable) online and in Facebook groups.
This thesis describes an area where social pedagogues can open the space for discussion and the possibility to accept the different without identifying the better or the worse. We can also help mothers cope with their feelings in the event of new motherhood and its challenges
Addressing planar geometric elements and the infinity aspect in grade 4 with static and dynamic didactical aids
Get PDFIn class, primary level teachers often use different didactic aids in order to explain clearly to their pupils new learning contents and related terms. Since mathematical topics are more abstract than those of other subjects, didactic aids are even more desired. According to Piaget's theory of cognitive development, primary level pupils are at the concrete operational stage, which means that they need as many experiences with concrete materials as possible in order to understand abstract mathematical concepts. Among concrete materials are didactic aids, divided into static and dynamic didactic aids. In this master's thesis, we studied how fourth-grade pupils understand geometric terms line segment, line and ray as well as infinity using static and dynamic didactic aids. In the theoretical part, we focused on geometric elements in the plain, such as line segment, line and ray, the representation of listed elements and their spatial presentation. Mathematical picture book and its role were determined as a static didactic aid, and mathematical animated film as a dynamic didactic aid. We also presented findings of research to date that address teaching using a mathematical picture book and a mathematical animated film. In the empirical part, we conducted a study in three fourth-grade classes of primary school. We taught pupils geometric terms line segment, line and ray, familiarising them also with the term infinity. In each class, we used a different teaching approach. In the first class, we taught in the traditional way, using learning materials and static didactic aids, in the second class, we used a mathematical book and static didactic aids, while in the third class, we used a mathematical animated film and dynamic didactic aids. The first class acted as a control group, and the other two as experimental groups. The role of didactic aids for understanding the topics taught was examined in form of an initial and final test. Results of the study showed no statistically significant differences related to the understanding of geometric terms line segment, line, ray and infinity between the three groups on the initial test, while statistically significant differences were determined on the final test between the group taught using learning materials and the group taught using a mathematical animated film and other dynamic didactic aids. The pupils taught using a mathematical animated film performed better on the final test. After being familiarised with the learning contents, pupils of all three groups were more motivated to learn mathematics than before this study. We noticed that the pupils taught using a mathematical picture book and a mathematical animated film were more motivated than the pupils taught using learning materials. The aim of this master's thesis is to highlight the importance of using different types of didactic aids in class, especially when teaching and learning geometry in the fourth grade, as terms taught are more abstract, even though pupils are still at the concrete operational stage. With this study, conducted in the context of this master's thesis, we want to bring attention to the perception of geometric infinity in fourth-grade pupils, as some of them come across this term for the first time
Barvni svinčnik v portretu: Maša Križ in Špela Gabrovec
Get PDFPortreta sta nastala ob koncu študijskega leta, ko študenti pri risanju usvojijo temeljne principe gradnje likovnega prostora s poudarkom na konstrukcijsko analitični gradnji človeka kot prostorskega objekta v prostoru
Parents attitude towards child nutrition
Get PDFChildren learn by means of imitation, whereby the first imitations are those of their parents or guardians, only then imitations of peers and significant others take place. This is why the attitude of parents as well as the attitude of significant others towards nutrition and life in general is very important. How healthy a child, and later an adult, will be depends greatly on the diet. The thesis examines the attitude of parents towards nutrition of a preschool child. The aim was to determine parents’ attitude towards healthy eating of their child and the extent to which various stimulations are used by parents, including rewards and penalties. The thesis further focuses on the extent to which television, mobile phones, tablets and other forms of motivation are present during food consumption. The study included 549 parents, of which 519 mothers and 30 fathers, who completed a questionnaire compiled exclusively for the purposes of the present study. The results show that parents are aware of the importance of a healthy diet and regular meals, as well as of the fact that it is not good to reward children with food. Nevertheless, parents often encourage their children to certain behaviors with the promise of being rewarded with candies. Parents need to be made more aware of the importance of their attitude towards nutrition. It is important that children participate in food preparation, since this may increase the chances that children will eat more varied and balanced foods
Portraits in printmaking
Get PDFThe main objective of this master's degree thesis is to explore a new graphic technique called mokulito, its expressive abilities and adjustments to creating with primary school students. The theoretical part consists of a research of a portrait as a part of the art which has been practiced by many artists. Every artist has understood it in their own unique way and because of that, the portrait's semantic and shaping importance in art has been changing with time. At this point we are interest in the characteristic of the contemporary portrait. The last section of the theoretical part consists of a presentation of art variables that take an important part in graphic drawing. The empirical part consists of a presentation of the main steps of our creating work in the atelier and a presentation of the final prints in the graphic technique mokulito. The last part of our research takes part in the school environment where the graphic technique mokulito was tested
Razstava študentskih del pri predmetih Osnove keramike in Kreativna keramika : Galerija PEF, Ljubljana, 4. 3. 2021
Get PDFRAZSTAVLJAJO: Ana Kavčič, Ana Povše, Anja Žbogar, Ema Ilar, Hana Erman, Ines Pahor, Jerca Rogelj, Jerca Šuštar, Katja Troha, Klara Buh, Klara Grgetić, Leja Lešnik, Maja Breznikar, Maja Bobnar, Maja Rijavec, Marja Grešak, Nika Jerič, Nina Borg, Polona Sivec, Sušnik Paradiž Špela, Tanita Demšar, Urša Barič, Venia Divjanovi
Beliefs and experiences of pedagogical workers about the use of creative movement when working with children with intellectual disabilities
Get PDFThe Master's thesis contains a theoretical and an empirical section. In the theoretical section, we began by defining students with special needs, wherein we focused most on children with intellectual disabilities and the education programmes in which they take part. We presented the importance of movement in a child’s holistic development. We also explained the scope of holistic learning, and we presented models of holistic teaching and the acquisition of knowledge. Furthermore, we also defined creative movement as an approach to teaching and as an educational method of working with children. We explained the role of the teacher in the incorporation of movement into the learning process. At the end of the theoretical section, we also presented the use of creative movement in working with people with special needs. We reviewed previous research done on the topic of learning and teaching through movement for people with special needs.
This is followed by the empirical section, wherein we used a questionnaire to explore teachers’ attitudes towards creative movement at the Janez Levec Center Ljubljana (CJL). We wished to ascertain whether the teachers were familiar with the method of creative movement, where they had learned about creative movement, and how often they used it when working with children. We prepared workshops for teachers, where they were presented with concrete examples of the use of creative movement in acquiring, fortifying, and testing knowledge in various subject areas and with students of varying ages. All of the examples and activities were adapted to working with children with special needs. Of all the teachers who participated in the workshops, a group of three teachers used creative movement methodically in working with children. Their personal experiences in the classroom were verified through implementing a semi-structured interview.
Our findings were that, despite their poor to mid-level knowledge of the use of creative movement in the learning process of children with intellectual disabilities, as well as their lack of or only occasional use of creative movement, the employees at CJL on average find creative movement to be positive. Furthermore, we improved their already positive attitudes by conducting our workshops
Collaboration of the Zagorje ob Savi kindergarten with the public library
Get PDFIn Kurikulum za vrtce (1996), cooperation between the kindergarten and its environment is written as a principle, which implies the consideration of diversity and possibilities for the use of natural and social-cultural sources for learning in the closest environment of the kindergarten and consideration of natural and social-cultural specifics of the environments of children. Integration into the wider environment means integration into the culture. In addition to the integration into one’s own culture, it is right that we introduce children to other cultures and civilisations, which presents the basis for raising mutual tolerance and respect of diversity (Kurikulum za vrtce, 1996). The theoretical part describes the characteristics of library activities, the role of the library, the selection of suitable books for preschool children and views of different authors (Jamnik, 1998; Kordigel, 1999; Kropp, 1999) on the importance of the first contact with reading in early childhood. With the help of the results of the research, performed among professional workers of the Kindergarten Zagorje ob Savi, I identify the cooperation of the kindergarten with the Library of Mile Klopčič, the views of professional workers of the kindergarten, define the types and frequency of cooperation and analyse the factors, based on which professional workers of the kindergarten make decisions about the cooperation with the library. I find that the vast majority of professional workers cooperate with the public library. They find this cooperation very important, since the majority of them cooperate with the public library on a monthly basis. As reasons for the cooperation, they state the benefits of learning the language and getting to know books and institutions in the environment they live in
Fine arts teaching and teachers' competency in the adapted programme of a nine year primary school with a lower educational standard
Get PDFArt education develops a pupil’s understanding of space and is a fundamental field for any professional and subject partaking of a pupil. Through art education, pupils express their internal feelings, values, opinions, artistic thinking, visual memory, and develop sensory and motor skills, in addition to being prepared for cultural participation in the immediate and wider setting. The thesis focuses on the subject of teaching art education and the educator’s competencies, which are required for art pedagogy work in an Adapted Programme of a Nine Year Primary School with a Lower Educational Standard where art education is thought by special educators in addition to art educators. The study empirically determines the representation of the educator’s individual profile in practice and which strategies, methods, and forms of work they use in their teachings. The research surveyed thirty-two subjects about which aspect of art pedagogy work (planning, organization, adapting to special needs, performance/articulation, and evaluation) presents them with the most problems and how they confront them, what types of special needs are most challenging for the educators, what kind of adjustments they use in their teachings and what type of additional education they use for teaching art and working with pupils with special needs. The subjects were also asked how competent they feel about teaching art education and for what aspect of educating pupils with special needs do they wish to acquire additional training. The survey results concluded that special educators are challenged with evaluating and planning lessons, while, art educators are challenged with adjusting art lessons in addition to evaluating pupil artwork. They solve such issues by working with co-workers, more experienced educators, and with the internet. The subjects predominantly used strategies and methods of work that are mentioned in the recommended professional literature, and there was not much difference between the strategies used by the special educators and the art educators. Special educators expressed, that their greatest challenges come from pupils with emotional behavioural issues and issues on the autistic spectrum, whereas, art educators are challenged by pupils on the autistic spectrum. The pupils are given a chance to relax and have a safe space, the lesson itself is simplified, the tempo decreased, frequent breaks are allowed and they use picture material. In most cases special educators feel competent in teaching art education, whereas, art educators feel competent or very competent, which influences their teaching, primarily in the field of teaching pupils with special needs
Family resilience of families of children with autism disorders
Get PDFThe nature of disorder, related diagnostic procedures and engagement of different
experts expose families with children with autism spectrum disorders to a wide array
of emotions, changes in family dynamics, exhaustion, and stigma. As an individual
evolves from a child to adolescent, there are additional, new challenges for an
individual and his/her family. A number of stressors that these families face, impact
them differently at different stages of life. Family resilience theory studies how
successfully a family copes with stress or family crisis, primary aim of the studies is the
process of adapting to changes.
The research allowed us to determine the current state of family resilience for families
with children and adolescents with autism spectrum disorders with respect to the
specifics of each autistic disorder. The results of the research should help us identify
specific areas that may require additional support for these families. Another important
aim of research was to determine if family resilience depends on the age of children,
type of education programme, co-occurrence of disorders and the educational
attainment of parents.
Research included 38 two-parent families, who had known about the autism spectrum
disorder diagnosis at least 17 months before, the age of children ranged between 6
and 18. The survey Family Resilience Assessment Scale (Sixbey, 2005), was adapted
to serve the purpose of our research.
The results prove that the area of highest family resilience is making sense of negative
events, followed by the area of communication and problem-solving, and the area of
maintaining positive attitude. The domains of family connectedness and use of social
and economic sources demonstrated slightly lower family resilience, the lowest result
was established for the area of spirituality, which is also the area in which families
displayed the highest level of heterogeneity. It was also established that families’ selfassessment
of the resilience was not influenced by the age of a child or adolescent
with autistic spectrum disorder, type of education programme, co-occurrence of
disorders nor the fact whether autistic disorder is a major or isolated occurrence in
family life. The obtained results served as a base for devising guidelines for socioeducational
staff, who deal with families with children and adolescents with autistic
spectrum disorder