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University of Pula. Faculty of Educational Sciences.
Abstract
Neverbalna komunikacija je komunikacija bez riječi gdje ljudi mogu puno toga reći, a pri tom ne izgovoriti niti jednu riječ. Ona obuhvaća: gestikulaciju, izraz lica, ton glasa, prostor između ljudi i druge elemente. Razumijevanje ovih znakova omogućuje dublje i cjelovitije tumačenje poruka koje nam neka osoba šalje, što je ključno za stvaranje međusobnog razumijevanja i povezanosti. Upravo zbog toga možemo reći da su neverbalna komunikacija i neverbalna osjetljivost ključni elementi interakcije među ljudima. Neverbalna osjetljivost sposobnost je razumijevanja nijansi u izražavanju koje ponekad riječi ne mogu prenijeti. Stoga razvijanje neverbalne osjetljivosti poboljšava međuljudske odnose, izgrađuje povjerenje te povećava i samu efikasnost
komunikacije. Pravilno razumijevanje neverbalnih znakova ključno je za kvalitetne odnose odgojiteljice s djecom i roditeljima. Istraživanje je za svrhu imalo ispitati stavove odgojiteljica o neverbalnoj komunikaciji u vrtiću, a postavljeni ciljevi bili su: provjeriti mišljenje odgojiteljica o važnosti neverbalnih znakova u komunikaciji s djecom i roditeljima, ispitati neverbalnu osjetljivost odgojiteljica na neverbalne znakove roditelja i djece u zamišljenim scenarijima te istražiti mišljenje odgojiteljica o znanju kolegica i kolega o neverbalnoj komunikaciji. U online istraživanju sudjelovalo je 51 odgojiteljica i 1 odgojitelj. Odgojitelji su na skali od 1-5 ocijenili važnost neverbalnih znakova u komunikaciji s djecom i roditeljima. Iz rezultata je vidljivo da odgojitelji smatraju da su neverbalni znakovi nešto važniji u odnosu s djecom (prosječna vrijednost 4,71), nego za komunikaciju s roditeljima (prosječna vrijednost 4,51). Zatim su odgojitelji čitali zamišljene scenarije s djecom i roditeljima gdje su trebali navesti koje neverbalne znakove očekuju u tim situacijama. U scenarijima s djecom odgojiteljice su najčešće očekivale promjenu u izrazu lica, održavanje kontakta očima te dodir, a u scenarijima s roditeljima odgojiteljice najčešće očekuju promjene u izrazu lica roditelja, održavanje kontakta očima, približavanje ili odmicanje te vraćanje pogleda. I na posljetku ispitano je mišljenje odgojiteljica o tome koliko njihove kolegice i kolege znaju o neverbalnoj komunikaciji i kako je upotrebljavaju. Više od pola odgojiteljica (n = 32) procijenilo je da njihove kolegice i kolege ne posjeduju potrebna znanja o neverbalnoj komunikaciji te da ih ne koriste dobro u praksi s djecom i roditeljima, dok ih je manje (n = 22) označilo da su posjedovali potrebna znanja. Na samom kraju istraživanja većina odgojitelja (n = 51) je izjavila da smatra da odgojitelji trebaju imati više znanja o neverbalnoj komunikaciji te najčešće navode edukacije i radionice kao moguće načine na koje se može razvijati neverbalna komunikacija. Smatram da je razvoj neverbalne komunikacije u odgojno-obrazovnim ustanovama dugotrajan proces te da odgojitelji trebaju biti toga svjesni te istinski raditi na tome kako bi kvaliteta odnosa s djecom i naravno s roditeljima bila uspješna i pozitivna.Non-verbal communication is communication without words where people can say a lot without uttering a single word. It includes: gesticulation, facial expression, tone of voice, space between people and other elements. Understanding these signs allows for a deeper and more complete interpretation of the messages a person sends us, which is key to creating mutual understanding and connection. This is precisely why we can say that non-verbal communication and non-verbal sensitivity are key elements of interaction between people. Nonverbal sensitivity is the ability to understand nuances in expression that sometimes words cannot convey. Therefore, developing non-verbal sensitivity improves interpersonal relationships, builds trust and increases the effectiveness of communication itself. Correct understanding of non-verbal signs is essential for the quality of the teacher's relationships with children and parents. The purpose of this research was to investigate the attitudes of preschool teachers about non-verbal communication in kindergarten, and the set goals were: to examine the opinion of preschool teachers about the importance of non-verbal signs in communication with children and parents, to investigate the non-verbal sensitivity of preschool teachers to non-verbal signs of parents and children in imagined scenarios, and to explore the opinion of preschool teachers about colleagues' knowledge of non-verbal communication. Fifty one female and one male preschool teachers participated in the online survey. They rated the importance of non-verbal signs in communication with children and parents on a scale of 1-5. It is evident from the results that teachers consider that non-verbal signs are somewhat more important in the relationship with children (average value 4.71), than for communication with parents (average value 4.51). Then the teachers read imaginary scenarios with the children and parents where they had to indicate which non-verbal signs they expected in these situations. In scenarios with children, teachers most often expected a change in facial expression, maintenance of eye contact, and touch, and in scenarios with parents, teachers most often expected changes in the parents' facial expression, maintenance of eye contact, approaching or moving away, and looking back. And at the end, the opinion of the teachers on the knowledge about and use of their colleagues' non-verbal communication was examined. More than half of the teachers (n = 32) estimated that their colleagues did not possess the necessary knowledge about non-verbal communication and did not use it well in practice with children and parents, while fewer of them (n = 22) indicated that they possessed the necessary knowledge. And at the very end of the research, the majority of teachers (n = 51) expressed their opinion that teachers should have more knowledge about non-verbal communication. They most often listed training and workshops as the possible ways to develop non-verbal communication. I believe that the development of non-verbal communication in educational institutions is a long-term process, and teachers should be aware of this and truly work to ensure that the quality of relationships with children and, of course, with parents is successful and positive
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