The use of communication matrix in pre-school children aged from 1 to 3

Komunikacija je človekova primarna potreba in hkrati predstavlja vseživljenjski proces. Ločimo jo na verbalno in neverbalno, ki pa se med seboj tesno povezujeta in si v razvoju tudi sledita oz. dopolnjujeta. Diplomsko delo z naslovom Uporaba komunikacijske matrike pri predšolskih otrocih v starosti od 1. do 3. leta, je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu so predstavljeni pojmi govor, jezik, komunikacija, komunikacijska matrika in opisan pomen vloge vzgojitelja v predšolskem obdobju pri razvoju verbalne in neverbalne komunikacije. V empiričnem delu je predstavljena raziskava o komunikacijskih zmožnostih predšolskih otrok, ki so stari od enega do treh let in smo jih opisali s pomočjo Komunikacijske matrike. Vzorec je vključeval 25 predšolskih otrok značilnega razvoja, kar pomeni, da nihče od njih ni bil obravnavan oz. voden kot otrok s posebnimi potrebami. Otroci sprva osvojijo neverbalno komunikacijo, šele nato pričnejo osvajati besedno oz. verbalno komunikacijo. Na razvoj obeh pa vplivajo številni dejavniki. Kako natančno je otrok sposoben komunicirati v določenem trenutku, smo ugotavljali s pomočjo »Komunikacijske matrike«, v kateri so opredeljeni štirje glavni razlogi za komunikacijo, ki kažejo na različna vedenja, in sicer: kako otrok odkloni stvari, ki jih ne želikako otrok dobi stvari, ki jih želikako se otrok vključi v socialne interakcijein kako otrok zagotavlja ali išče informacije. Ugotovili smo, da ima večina otrok usvojeno ustrezno komunikacijsko vedenje v starosti od enega do treh let. Prav tako smo ugotovili, da deklice v povprečju dosegajo višje rezultate na področju komunikacije od dečkov. Zmožnosti komuniciranja so ocenjevali vzgojitelji. Rezultati so pokazali, da večina otrok dosega razvoju ustrezno stopnjo komunikacije, kot pomembne razlike pa so se pokazala odstopanja med dečki in deklicami.Communication is one of mankind’s primary needs, representing a life-long process. It is divided into verbal and non-verbal communication, which are closely linked, following and complementing each other throughout a person’s development. This dissertation, titled ‘The Use of Communication Matrix in Pre-School Children Aged from 1 to 3’, consists of theoretical and empirical parts. The theoretical part introduces themes such as speech, language, communication, Communication Matrix as well as describing the importance of a nursery teacher in the development of verbal and non-verbal communication in a pre-school stage. The empirical part consists of research into the abilities of communication among pre-school children. These children - between one and three years old - are described in accordance with the Communication Matrix. The sample consisted of 25 pre-school children of normal development, which means that none of the children had special educational needs. Non-verbal communication occurs before verbal communication. This development depends on various factors. The accuracy of a child’s communication at a certain point was measured using the Communication Matrix. The Communication Matrix defines four main reasons for communication, indicating different behaviours, such as: how children decline things they do not wanthow children acquire things they wanthow they become involved in social interactions and how they offer and seek information. We have found that most children have adopted appropriate communication behavior at the age of one to three years. We also found that girls on average achieve higher results in the area of communication than boys. The ability to communicate was measured by nursery teachers. The results show that the majority of children achieve the appropriate level of communication. However, noticeable differences were shown between boys and girls