INFLUENCE OF ELEMENTARY GAMES ON ACQUIRING PHYSICAL KNOWLEDGE AT TWO-YEAR-OLD CHILDREN

V diplomskem delu z naslovom Vpliv elementarnih iger na usvajanja gibalnih znanj pri dve leti starih otrocih smo želeli ugotoviti, ali načrtovane in strokovno vodene elementarne gibalne igre pozitivno vplivajo na usvajanje gibalnih znanj pri dve leti starih otrocih. V teoretičnem delu smo predstavili telesne razsežnosti otrok, opredeli pojme gibalne sposobnosti in gibalna znanja otrok, natančneje predstavili pomen elementarnih iger ter vpliv gibalno izkušenjsko bogatega okolja na usvajanje gibalnih znanj otrok in se seznanili, katere so kompetence vzgojitelja pri ustvarjanju gibalnih znanj otrok. V empiričnem delu so predstavljeni rezultati pedagoškega eksperimenta, v katerem je sodelovalo dvajset otrok, starih od ena do dve leti. Otroke smo testirali s pomočjo štirih testov gibalnih znanj, s katerimi smo ugotavljali napredek gibalnih znanj v času eksperimenta. Na osnovi rezultatov ugotavljamo, da je eksperimentalna skupina otrok dosegla boljše rezultate kot kontrolna skupina, kar pomeni, da je eksperimentalna skupina v dveh mesecih na podlagi načrtovanih elementarnih iger zelo napredovala. Obstajajo tudi razlike med spoloma, saj so deklice dosegale boljše rezultate kot dečki. Iz vseh podatkov pa lahko potrdimo, da načrtovane in strokovno vodene elementarne igre pozitivno vplivajo na usvajanje gibalnih znanj otrok.The diploma thesis titled The influence of elementary games on assimilation of physical knowledge at two-year-old children wants to answer the question whether planned and professionally led elementary physical games have an impact on assimilation of physical knowledge at two-year-old children. The theoretical part of the thesis introduces physical dimensions of children, terms of physical abilities, physical knowledge of children but more attention is given to the purpose of elementary games and the influence of environment rich with physical activities and experience on assimilation of physical knowledge of children. Furthermore, one part also presents all the competence an educator needs in order to provide this assimilation. The empirical part gives the results of a pedagogic experiment 20 children were involved in (their age 1 or 2). The children had to do four different physical tests to see if they did any progress during the experiment. The results show that the experimental group received better results than the control one. We can come to the conclusion that the experimental group made a big progress in two months being involved in planned elementary games. The results also show that the girls did better than the boys. Our finding is that planned and professionally led elementary games have a positive influence on assimilation of child\u27s pyhsical knowledge