Social games in kindergarten

POVZETEK IN KLJUČNE BESEDE S socialnimi igrami, ki so pomembno dopolnilo vzgojno-izobraževalnega procesa, razvijamo intelektualno, emocionalno in socialno plat otrokove osebnosti. Predstavljajo obliko vzgojnega dela, ki na igriv način preko igre omogoča otrokom boljši vpogled vase in v svoje odnose z drugimi. Od navadnih otroških iger in družabnih iger se razlikujejo, saj so vodene in načrtovane, a imajo še vedno značaj igre, saj se otroci vanje prostovoljno vključujejo. Dosežejo pa svoj namen le, če se po igri udeleženci pogovarjajo o tistem, kar so v igri doživeli. Poleg tega, da vzgojitelji socialne igre poznajo, je pomembno, da jih tudi pravilno in z določenim namenom uporabljajo. Pričujoče delo se omejuje na poznavanje in uporabo socialnih iger v vrtcu. Raziskava je vsebovala deskriptivno metodo neeksperimentalnega empiričnega pedagoškega raziskovanja. Neslučajnostni vzorec je zajemal 36 anketnih vprašalnikov vzgojiteljic prvega in drugega starostnega obdobja iz vseh enot Vrtca Murska Sobota. Vprašanja iz anketnega vprašalnika so bila statistično pregledana, zbrani podatki pa tabelarično prikazani. Dobljeni rezultati so pokazali dobro poznavanje različnih socialnih iger in pogosto uporabo le-teh pri vzgojnem delu. To pomeni, da se vzgojitelji dobro zavedajo pozitivnega vpliva socialnih iger na otroka, kakor tudi koristi za vzgojitelja.SUMMARY AND KEY WORDS Social games, which are an important supplement to the education system, help us develop the intellectual, emotional, and social side of a child’s personality. They represent a sort of a pedagogic work which enables children, in a playful manner and with the use of toys, a better personal insight and improved relationships with others. Unlike classical games for children and funfair games, social games are guided and planned and still they are characterized as games since the children’s participation in them is voluntary. Their purpose is reached if its participants, after the games are finished, talk about what they have experienced in the game. Although childcare workers are familiar with the games, it is important that they use them properly in with a certain purpose. The present paper is focused on familiarity with the social games and their use in kindergartens. The research used a descriptive method of non-experimental empirical pedagogical researching. A non-randomized sample included 36 questionnaires of childcare workers of the first and the second age bracket from all kindergartens in Murska Sobota. The questions included in the questionnaire have been statistically checked and the collected data presented in tables. The results have shown a good familiarity with different social games and their frequent use in pedagogical work. This means that childcare workers are well aware of the positive influence of games on a child, as well as the benefit for themselves