The role of environment in the motoric development of a child

V diplomskem delu z naslovom Vloga okolja v gibalnem razvoju otroka smo želeli raziskati vpliv in vlogo okolja (staršev, vzgojiteljev in kraja bivanja) v gibalnem razvoju otroka. Naloga je sestavljena iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili gibalni razvoj in gibalne sposobnosti otroka, obdobja v gibalnem razvoju otrok, pomen gibalnih/športnih dejavnosti za gibalni razvoj otroka, dejavnike otrokovega gibalnega razvoja, gibalno izkušenjsko okolje ter vlogo staršev, vzgojiteljev in kraja bivanja v gibalnem razvoju otrok. V empiričnem delu so predstavljeni rezultati kavzalno-neeksperimentalne metode raziskovanja. Izbrali smo neslučajnostni vzorec iz konkretne populacije. Vključili smo 120 staršev predšolskih otrok v starosti od 2 do 6 let, ki obiskujejo vrtec in 20 vzgojiteljev predšolskih otrok, zaposlenih na delovnem mestu vzgojitelja. S kvantitativno tehniko zbiranja podatkov - anketni vprašalnik za starše in anketni vprašalnik za vzgojitelje, smo pridobili podatke, iz katerih smo po analizi lahko ugotovili, da so mame skupaj z otroki pogosteje športno aktivne kot očetjeotroci staršev z višjo stopnjo izobrazbe so več gibalno aktivni, kot otroci staršev z nižjo izobrazbo starševmestni otroci so pogosteje vključeni v organizirane gibalne aktivnosti kot vaški otrocivzgojitelji kot načrtovano gibalno/športno aktivnost v vrtcu najpogosteje načrtujejo tek, hojo in igre z žogo. Ugotovili smo, da vzgojitelji, ki so športno aktivni v svojem prostem času, tudi v vrtcu pogosteje načrtujejo gibalne aktivnosti kot športno neaktivni vzgojitelji in da vzgojitelji ne glede na kraj vrtca (mesto/vas) največkrat načrtovane gibalne/športne aktivnosti izvajajo v naravi.In the presented thesis titled The role of environment in the motoric development of a child we wanted to research the influence and role of environment (parents, kindergarten teachers and place of living) in the motoric development of a child. It consists of theoretical and empirical part. In the theoretical part we introduced motor development and motor skills of a child, stages in motor development of children, the meaning of motor and sports activities for child\u27s motoric development, factors that influence child\u27s motor development, motoric experiential environment, as well as the role of parents, kindergarten teacher and the place of living in the motoric development of children. In the empirical part we presented the results of a causal non-experimental method of research. We chose a non-random sample from a concrete population. We included 120 parents of pre-school children aged from 2 to 6 years, who attend kindergarten, as well as 20 kindergarten teachers, who are employed in kindergarten. Using a quantitative technique of collecting data (a survey questionnaire for parents and kindergarten teachers) we got data that was analysed and we came to the following conclusions. Mothers are more often physically active together with their children than fathers, and secondly that children from parents who have a higher education are physically more active than children of parents who have lower education. We also concluded that children who live in suburban areas are more frequently involved in organized physical activities than those in rural areasand that kindergarten teachers generally include running, walking and activities with a ball when planning a motoric/sports activity in kindergarten. We reached a conclusion that kindergarten teachers who engage in sports activities in their free time tend to plan sports activities in kindergarten more often than kindergarten teachers who are physically inactive. Kindergarten teachers mainly carry out planned sports activities outside in the nature, regardless of where the kindergarten is (suburban, rural)