Praktikat edukative për integrimin e aktiviteteve fizike në punën me fëmijët 3-6vjeç
DOI:
https://doi.org/10.62928/kp.vi1.8015Abstract
Edukimi në fushën e zhvillimit fizik është shumë i rëndësishëm për zhvillimin e fëmijëve të moshës 3-6-vjeçare. Në edukimin e institucionalizuar parashkollor, edukatoret kanë rol me rëndësi në integrimin e aktiviteteve fizike gjatë realizimit të punës me fëmijë. Integrimi i zhvillimit fizik ka një rëndësi të veçantë, pasi që, përmes aktiviteteve, fëmijëve parashkollorë u mundësohet zhvillimi i gjithanshëm i tyre, përfshirë aspekte të ndryshme, si aftësitë motorike, shëndetin fizik, socializimin, zhvillimin e imagjinatës, kreativitetin, si dhe aspekte të tjera që lidhen me proceset kognitive dhe emocionale. Gjetjet e hulumtimit do të shërbejnë për përmirësimin e politikave arsimore për këtë nivel të edukimit dhe në aspektin praktik do të ndihmojnë të kemi më të qartë rëndësinë e integrimit të aktiviteteve fizike në zhvillimin e fëmijëve. Në shumë studime u gjet se ekziston ndërlidhja e aktiviteteve fizike me zhvillimin e aspektit kognitiv, emocional, social etj., të fëmijëve të moshës parashkollore, prandaj edhe u përcaktuam që kjo specifikë të jetë në fokus të këtij studimi. Qëllimi i këtij hulumtimi është të shqyrtojë dhe të analizojë praktikat edukative në institucione parashkollore lidhur me integrimin e aktiviteteve fizike gjatë realizimit të punës me fëmijë të moshës 3-6 vjeç. Përmes trajtimit teorik dhe hulumtimit empirik, synojmë që ky studim do të kontribuojë në përmirësimin e praktikave edukative, duke ofruar rekomandime për integrimin e aktiviteteve fizike në programet edukative të institucioneve parashkollore. Pyetja kryesore e hulumtimit është: Si integrohen aktivitetet fizike në praktikat edukative në institucionet parashkollore me fëmijët 3-6 vjeç? Studimi është realizuar sipas metodës cilësore, kurse të dhënat i kemi mbledhur përmes protokollit të vëzhgimit, të realizuar brenda aktiviteteve edukative dhe intervistës gjysmë të strukturuar me edukatore. Mostra përfshin gjithsej 20 edukatore të institucioneve publike. Dhjetë nga këto edukatore ishin të vëzhguara përgjatë aktiviteteve me fëmijët në klasë, kurse 10 edukatore ishin të intervistuara. Hulumtimi është realizuar në një periudhë kohore të përshtatshme, të caktuar paraprakisht me pjesëmarrësit. Studimi ofron të dhëna praktike nga terreni, lidhur me mënyrën e integrimit të aktiviteteve fizike përgjatë programit ditor me fëmijët në institucione parashkollore.Keywords:
aktivitet fizik, integrim, edukim, zhvillim, shëndetësorDownloads
References
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Aaker, A., Kumar V. D., George, S. (2000). Marketing Research. New York: John Wiley & Sons Inc.
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Creswell, J.& Plano, C. V. (2007). Designing and Conducting Mixed Methods Research. Thousand Oaks: CA: Sage.
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HaiJuan, Q. (2023). A Study on the Physical and Mental Health of Preschool Children . International Journal of Science and Engineering Applications Volume 12-Issue 08, 211-213.
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Kelly A. L. et al. (2007). Tracking Physical Activity and Sedentary Behavior in Young Children. Pediatric Exercise Science, 19, 51-60.
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Kolovelonis, A.&Goudas, M. (2022). Exploring the effects of three different types of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Cogent Education, 9 (1), 1-17.
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Kumar, R. (2011). Research Methodology: A step-by-step guide for beginners (Third edition). New York, London, New Delhi, Singapore, Washington DC : SAGE.
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Olorunmota, M. O. (2011). Reappraising critical reflection attitude in promoting ethics of research. Journal of Qualitative Education, Volume 7 No. 2 , 1-11.
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Pate, R. R. et al. (1996). Tracking of physical activity in young children . Medicine Science in Sports&Exercise, 28, 92–96.
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Poitras, et al. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, Volume 41, Issue 6 (Suppl. 3), S197-S239.
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Robinson, E. L., D. D. Ëadsëorth&C. M. Peoples. (2012). Correlates of School-Day Physical Activity in Preschool Students. Research Quarterly for Exercise and Sport, 83:1, 20-26.
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Schoonenboom, Judith and R. Burke Johnson. (2017). Hoë to Construct a Mixed Methods Research Design. Kolner Z Soz Sozpsychol, 107–131.
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References
Aaker, A., Kumar V. D., George, S. (2000). Marketing Research. New York: John Wiley & Sons Inc.
Bano, E. et al. (2021). Effects of Motor and Social Skills on Preschool Children. Journal of Advances in Sports and Physical Education, 4 (5), 95-100.
Bell, E.&Bryman, A. (2007). The Ethics of Management Research: An Exploratory Content Analysis. British Journal of Management, Vol. 18, 63-77.
Burmeister, E. & Aitken, L. M. (2012). Sample size: How many is enough? Australian Critical Care, 25 (4), 271-274.
Cauderay, M.&Cachat, F. (2015). Analysis of exercise training for treating obesity in children and adolescents: A review of recent programs. Schweizerische Zeitschrift Für Sportmedizin Und Sporttraumatologie, 63, 36-42.
Cavan, S. (1977). Review of J. D. Douglas’s (1976) Investigative Social Research: Individual and Team Field Research. American Journal of Sociology, 83 (3), 809–11.
Claire Selltiz et al. in Kothar. (2004). Research Methodology: Methods and teqniques. New Delhi: New Age International.
Coppola, S., C. Matrisciano, R. Vastola. (2024). Exploring the relationship between physical activity and cognitive function in children. Journal of Physical Education and Sport, Vol. 24 (issue 5), Art 144, 1266 - 1274.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Third edition). Los Angeles, Lodon, New Delhi, Singapore: Sage.
Creswell, J.& Plano, C. V. (2007). Designing and Conducting Mixed Methods Research. Thousand Oaks: CA: Sage.
Denscombe, M. (2010 ). The Good Research Guide: For small-scale social research projects (Fourth Edition). New York: McGraw-Hill.
Gay, L.R., Mills, G.E., & Airasian, P. (2006). Educational Research. Competencies for Analysis and Applications (8th ed.). Upper Saddle River: Pearson Merrill Prentice.
Gratton, C. and I. Jones. (2010). Research methods for sports studies (second edition). London and New York: Routledge .
HaiJuan, Q. (2023). A Study on the Physical and Mental Health of Preschool Children . International Journal of Science and Engineering Applications Volume 12-Issue 08, 211-213.
Kelly A. L. et al. (2007). Tracking Physical Activity and Sedentary Behavior in Young Children. Pediatric Exercise Science, 19, 51-60.
Kolovelonis, A.&Goudas, M. (2022). Exploring the effects of three different types of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Cogent Education, 9 (1), 1-17.
Kumar, R. (2011). Research Methodology: A step-by-step guide for beginners (Third edition). New York, London, New Delhi, Singapore, Washington DC : SAGE.
Olorunmota, M. O. (2011). Reappraising critical reflection attitude in promoting ethics of research. Journal of Qualitative Education, Volume 7 No. 2 , 1-11.
Pate, R. R. et al. (1996). Tracking of physical activity in young children . Medicine Science in Sports&Exercise, 28, 92–96.
Poitras, et al. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, Volume 41, Issue 6 (Suppl. 3), S197-S239.
Robinson, E. L., D. D. Ëadsëorth&C. M. Peoples. (2012). Correlates of School-Day Physical Activity in Preschool Students. Research Quarterly for Exercise and Sport, 83:1, 20-26.
Schoonenboom, Judith and R. Burke Johnson. (2017). Hoë to Construct a Mixed Methods Research Design. Kolner Z Soz Sozpsychol, 107–131.
Stevens-Smith, D. A. (2016). Active bodies/active brains: The relationship between physical engagement and children's brain development. The Physical Educator, 73(4), 719-732.
Tucker, P. (2008). The physical activity levels of preschool-aged children: A systematic review. Early Childhood Research Quarterly, 23 , 547-558.
Wang N. et al. (2023). Examining the impact of physical education and physical skills development on preschoolers’ physical and mental health. Frontiers in Psychology, 13, 01-09.
Wellington, J. (2000). Educational Research: contemporary issues an practical aproaches . London: Continuum.
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